Life Along the Santa Cruz River - National Park Service
Life Along the Santa Cruz River - National Park Service
Life Along the Santa Cruz River - National Park Service
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<strong>Life</strong> <strong>Along</strong> <strong>the</strong><br />
<strong>Santa</strong> <strong>Cruz</strong><br />
<strong>River</strong><br />
A 1st-3rd GradeTeacher's Guide
P.A.R.K.S.<br />
<strong>Park</strong>s as Resources for Knowledge in Science<br />
The <strong>Santa</strong> <strong>Cruz</strong> <strong>River</strong>,<br />
Its People<br />
and Environment<br />
A 1st-3rd Grade Teacher's Guide<br />
Principal Author and Editor<br />
Roy B. Simpson, <strong>Park</strong> Ranger<br />
Tumacácori <strong>National</strong> Historical <strong>Park</strong><br />
Graphics By<br />
Mary Simmie, Russ McCrackin, Vernon Barney<br />
and Zackery Zdinak<br />
SANTA CRUZ VALLEY<br />
UNIFIED SCHOOL<br />
DISTRICT # 35<br />
Friends of <strong>the</strong> <strong>Santa</strong><br />
<strong>Cruz</strong> <strong>River</strong><br />
U.S. Fish and Wildlife <strong>Service</strong>
Acknowledgments<br />
Special recognition to <strong>the</strong> following persons and organizations for <strong>the</strong>ir help with organizing,<br />
curriculum development and support:<br />
To our sponsors, <strong>the</strong> Exxon Corporation and <strong>the</strong> <strong>National</strong> <strong>Park</strong> Foundation for providing <strong>the</strong> funds<br />
to make this worthwhile idea a reality, and for providing <strong>the</strong> funds to carry it out; <strong>the</strong> Tumacácori<br />
Mission Land Development Ltd. for allowing us access to and use of <strong>the</strong> river; <strong>the</strong> Kazaam Nature Store<br />
in Patagonia for <strong>the</strong>ir aid in purchasing quality binoculars; <strong>the</strong> U.S. Fish and Wildlife <strong>Service</strong> who provided<br />
funds through a Partners in Wildlife grant to fence and develop a ten-acre study site.<br />
To Kara Myrick for her expertise, dedication and hard work in helping to design, edit and pilot this<br />
guide.<br />
To all <strong>the</strong> editors, Anita Badertscher, Mary Connors and Don Garate, for <strong>the</strong>ir outstanding editing<br />
skills and <strong>the</strong> patience to work through this project's multiple drafts.<br />
To Lou Patterson, Paul Speasl and Joan Sumner for <strong>the</strong>ir hard work in getting this project on <strong>the</strong><br />
computer and learning <strong>the</strong> Quark program in order to accomplish this.<br />
To Volunteers-in-<strong>Park</strong>s Anna Curfmann and Clar Speck for <strong>the</strong>ir enthusiasm, love for children and<br />
dedication to education. They bravely sang silly songs and developed and piloted <strong>the</strong> classroom slide<br />
show.<br />
To Michael Alcala from <strong>the</strong> <strong>Santa</strong> <strong>Cruz</strong> County Health Department/HRSA, for his generous support<br />
and consultation related to river and health issues.<br />
To second grade teachers at <strong>the</strong> San Cayetano and A.J. Mitchell Schools who kindly helped pilot <strong>the</strong><br />
student activities and gave us frank feedback on how to improve <strong>the</strong> program.<br />
To Ann Rasor, Don Garate and o<strong>the</strong>r park service staff who generated <strong>the</strong> support I needed and<br />
allowed me to put toge<strong>the</strong>r this project, and for <strong>the</strong>ir support of <strong>the</strong> environmental issues and <strong>the</strong>ir<br />
commitment to education.<br />
To <strong>Santa</strong> <strong>Cruz</strong> Valley unified School District No. 35 for its support, encouragement and permission to<br />
work with local schools.<br />
And to <strong>the</strong> many o<strong>the</strong>rs who provided valuable support and assistance in <strong>the</strong> preparation<br />
of this Guide, thank you.<br />
*********************<br />
1st Printing November 2000<br />
Tumacácori, Arizona<br />
Whereas all activities may be photocopied for educational purposes,<br />
please note that certain graphics are copyrighted and may not be<br />
reproduced commercially without permission from <strong>the</strong> artist.<br />
*********************
<strong>Life</strong> <strong>Along</strong><br />
<strong>the</strong> <strong>Santa</strong><br />
<strong>Cruz</strong> <strong>River</strong><br />
TABLE OF CONTENTS<br />
FOREWORD<br />
HOW TO USE THIS BOOK<br />
ARIZONA STATE STANDARDS<br />
RESOURCES AND REFERENCES<br />
i<br />
ii-iii<br />
iv-vi<br />
vii-ix<br />
UNIT 1: THE O'ODHAM<br />
1<br />
2<br />
3<br />
4<br />
Introducing <strong>the</strong> O'odham<br />
Students will learn about <strong>the</strong> O’odham culture through listening to a<br />
traditional story, participating in a simple O’odham language lesson<br />
and creating a craft “weaving” activity.<br />
<strong>Life</strong> in an O'odham Village<br />
Students will learn about traditional O’odham village activities<br />
through a cut and paste project. They will discuss different ways <strong>the</strong><br />
O’odham used <strong>the</strong>ir resources and <strong>the</strong>n create sentences describing<br />
<strong>the</strong> different resource-related activities portrayed.<br />
UNIT 2: THE APACHE<br />
The Story of <strong>the</strong> Apache People<br />
Students will learn about <strong>the</strong> Apache People and <strong>the</strong>ir culture<br />
through listening to and reading an essay. They will summarize <strong>the</strong>ir<br />
reading by drawing a picture, <strong>the</strong>n compose and answer questions<br />
regarding <strong>the</strong> assigned reading.<br />
The Apache Way<br />
Through participation in one or more activities, students will experience<br />
<strong>the</strong>ir local environment first-hand while learning about how <strong>the</strong><br />
historical Apache people related to nature.<br />
Page 1.5<br />
Page 1.11<br />
Page 2.3<br />
Page 2.7<br />
UNIT 3: THE MEXICAN-AMERICANS<br />
5<br />
Fiesta<br />
Through <strong>the</strong> creation of a traditional fiesta, students will gain understanding<br />
of <strong>the</strong> Mexican-American people and culture. Activities<br />
include celebration, history, writing, music and food.<br />
Page 3.5<br />
6<br />
A Gift From Fa<strong>the</strong>r Kino<br />
Through listening to a story and by doing a matching activity, students<br />
will classify food items, compare and contrast "introduced" versus<br />
"native" goods and discuss how <strong>the</strong>se goods both helped and hurt<br />
<strong>the</strong> Indians and <strong>the</strong> environment.<br />
Page 3.11
UNIT 4: TREE OF LIFE<br />
7<br />
Dress a Tree<br />
Students will participate in an art activity in which <strong>the</strong>y will learn<br />
about different parts of a mesquite tree, <strong>the</strong>ir functions and uses.<br />
Page 4.5<br />
8<br />
Mesquite House<br />
Students will learn about <strong>the</strong> inhabitants of, and <strong>the</strong>ir relationship to,<br />
a mesquite tree while participating in a cut-and-paste art activity.<br />
Page 4.9<br />
UNIT 5: RIVER CRITTERS<br />
9<br />
<strong>Santa</strong> <strong>Cruz</strong> <strong>River</strong> Cards<br />
Students will learn to identify and/or review <strong>the</strong> general characteristics<br />
of various mammals, birds, insects, arachnids, reptiles, and<br />
amphibians found along <strong>the</strong> <strong>Santa</strong> <strong>Cruz</strong> <strong>River</strong>.<br />
Page 5.3<br />
10<br />
11<br />
12<br />
<strong>Santa</strong> <strong>Cruz</strong> <strong>River</strong> Bingo<br />
Through playing bingo, students will learn to recognize and identify<br />
various mammals, birds, insects, arachnids, reptiles, and amphibians<br />
found along <strong>the</strong> <strong>Santa</strong> <strong>Cruz</strong> <strong>River</strong> based on <strong>the</strong>ir general characteristics.<br />
UNIT 6: "BASURA," ALIAS TRASH<br />
Trash: Can We Live With It?<br />
Students will participate in a simulation game that demonstrates <strong>the</strong><br />
effect trash has on people and <strong>the</strong> environment.<br />
How Long Does Litter Last?<br />
Students will be made aware of different types of pollution and <strong>the</strong><br />
problems caused by litter and how to correctly dispose of it.<br />
Page 5.17<br />
Page 6.3<br />
Page 6.5<br />
Slide Show<br />
CLASSROOM SLIDE SHOW PRESENTATION<br />
The <strong>Santa</strong> <strong>Cruz</strong> <strong>River</strong> and Its People<br />
Students will participate in an interactive ranger-led slide show. The<br />
presentation will take place in school classrooms and will emphasize<br />
natural history, cultures and how each influenced and affected oneano<strong>the</strong>r.<br />
Page 7.1
Foreword<br />
For many years, <strong>the</strong> Friends of <strong>the</strong> <strong>Santa</strong> <strong>Cruz</strong> <strong>River</strong> organization has been involved in environmental<br />
education efforts and has sponsored many events such as river day camps, tours, school presentations and<br />
clean up days. With fur<strong>the</strong>r involvement and support from <strong>the</strong> staff at Tumacácori <strong>National</strong> Historical<br />
<strong>Park</strong>, more effort has been given to providing education regarding <strong>the</strong> river, resulting in on-going school<br />
programs. This partnership led to a generous grant from <strong>the</strong> Exxon-Mobil Corporation and <strong>the</strong> <strong>National</strong><br />
<strong>Park</strong> Foundation, essentially forming a “marriage” between <strong>the</strong> park with its cultural resources, <strong>the</strong><br />
Friends of <strong>the</strong> <strong>Santa</strong> <strong>Cruz</strong> <strong>River</strong> organization, and <strong>the</strong> river.<br />
The grant is funding <strong>the</strong> creation of a curriculum under <strong>the</strong> program known as P.A.R.K.S. (<strong>Park</strong>s as<br />
Resources for Knowledge in Science) and is geared to local K-12 schools. The program is designed to<br />
teach students about <strong>the</strong> river’s ecosystem, <strong>the</strong> local historical cultures and <strong>the</strong>ir reliance on <strong>the</strong> river, and<br />
how <strong>the</strong>y affected <strong>the</strong> environment. It is also designed to encourage respect and stewardship for <strong>the</strong> river<br />
and its resources. The full curriculum consists of activities for four grade levels: a second grade teachers’<br />
guide and classroom slide presentation; a fourth-grade teachers’ guide, slide show and field-trip; a<br />
seventh-grade unit using birds as a <strong>the</strong>me to explore <strong>the</strong> area’s cultural and natural history; and a high<br />
school monitoring program studying <strong>the</strong> condition of and impacts upon <strong>the</strong> river.<br />
The P.A.R.K.S. teachers' guide offers activities specifically focused on <strong>the</strong> <strong>Santa</strong> <strong>Cruz</strong> <strong>River</strong> and its local<br />
cultures. It has information, resources and activities that will inform and allow teachers to focus on <strong>the</strong><br />
local environment and historically related cultures, and will enhance <strong>the</strong> study of science and history.<br />
Because it is locally based, it introduces students to <strong>the</strong> beautiful environs in our own back yard, and will<br />
be able to instill pride and appreciation for <strong>the</strong> place we call our home. The ultimate goal of <strong>the</strong> curriculum<br />
is to create informed future citizens that love and care for <strong>the</strong> place in which <strong>the</strong>y live, for generations<br />
to come.<br />
The Lessons in this guide cover aspects of <strong>the</strong> river and culture appropriate to second-grade level. The<br />
<strong>the</strong>matic skills included are: social studies, environmental science, multicultural education, art, and critical<br />
thinking. The teachers’ guide is grouped into six units, each with two lessons. Although each lesson<br />
can stand alone, <strong>the</strong>y can also be used as introductory and follow-up activities. Consider using <strong>the</strong> first<br />
lesson in each unit to introduce <strong>the</strong>mes and concepts and <strong>the</strong> second as a reinforcement or evaluation<br />
activity.<br />
Note about this Guide<br />
This teachers' guide is available free to schools, and for extended loan to all teachers in <strong>the</strong> following<br />
districts and schools: <strong>Santa</strong> <strong>Cruz</strong> Valley Unified School District No. 35 and Nogales Unified School<br />
District, and Continental, Little Red, Patagonia, Sahuarita, Sonoita, and Sopori elementary schools.<br />
Educators outside of this area may borrow <strong>the</strong> book at any time and photocopy any part of it. Copies are<br />
available at Tumacácori <strong>National</strong> Historical <strong>Park</strong> for <strong>the</strong> cost of copying.<br />
For more information contact:<br />
Tumacácori <strong>National</strong> Historical <strong>Park</strong><br />
P.O. Box 67, Tumacácori, AZ 85640<br />
(520) 398-2341, extension 0<br />
tuma_interpretation@nps.gov<br />
or<br />
www.nps.gov/tuma<br />
i
HOW TO USE THIS GUIDE<br />
Units are Formatted as Follows:<br />
UNIT NUMBER<br />
UNIT # - TEACHER BACKGROUND INFORMATION<br />
PICTURE<br />
DEPICTING THE<br />
LESSON<br />
UNIT TITLE<br />
PICTURE DEPICTING THE TITLE THEME<br />
LESSON TITLE<br />
The first lessons of each unit will introduce<br />
students to <strong>the</strong> general <strong>the</strong>me and<br />
concepts.<br />
LESSON TITLE<br />
Page #<br />
The short<br />
introductions<br />
will give<br />
teachers <strong>the</strong><br />
background<br />
information<br />
<strong>the</strong>y will<br />
need in order<br />
to complete<br />
<strong>the</strong> lesson.<br />
It is by no<br />
means a<br />
complete<br />
study on<br />
<strong>the</strong> subject<br />
matter.<br />
The Teacher<br />
Background<br />
Information<br />
is written for<br />
<strong>the</strong> teacher<br />
ra<strong>the</strong>r than<br />
<strong>the</strong> student.<br />
It should<br />
not be read<br />
to students,<br />
but ra<strong>the</strong>r,<br />
used to gain<br />
information<br />
that can be<br />
conveyed to<br />
<strong>the</strong> students<br />
during <strong>the</strong><br />
lesson.<br />
Take <strong>the</strong><br />
necessary<br />
time to<br />
review this<br />
information<br />
before<br />
starting each<br />
lesson.<br />
PICTURE<br />
DEPICTING THE<br />
LESSON<br />
Follow-up lessons of each unit will emphasize<br />
unit <strong>the</strong>me and concepts, and may<br />
be used as an evaluation tool to assess<br />
students. Page #<br />
Unit Title Page 2.1 = Unit 2, Page 1<br />
ii
Subjects<br />
Lessons are primarily<br />
science or social studies<br />
related, though<br />
o<strong>the</strong>r disciplines may<br />
be covered (art, etc.).<br />
Standards<br />
<strong>National</strong> Standards<br />
will be listed here,<br />
while Arizona State<br />
Standards will be listed<br />
on Pages v - vii.<br />
Objectives<br />
Measurable student<br />
outcomes.<br />
Preparation<br />
Includes a list of<br />
materials and steps<br />
needed to prepare<br />
for <strong>the</strong> lesson.<br />
Time<br />
The estimated<br />
amount of time it<br />
will take to complete<br />
<strong>the</strong> lesson.<br />
Vocabulary<br />
A list of key or foreign<br />
words.<br />
HOW TO USE THIS GUIDE<br />
Lessons are Formatted as Follows:<br />
LESSON OVERVIEW<br />
A brief outline of <strong>the</strong> general <strong>the</strong>me and<br />
concepts as well as a description to help<br />
accomplish <strong>the</strong> lesson. It is useful for scanning<br />
different lessons.<br />
LESSON # - LESSON TITLE - MASTER PAGE #<br />
LESSON TITLE<br />
TEACHER BACKGROUND INFORMATION<br />
1. Step by step instructions.<br />
2. Numbered and clearly written.<br />
3. Augmented by graphics and o<strong>the</strong>r useful information.<br />
MASTER PAGES<br />
Master Pages contain activities<br />
that are essential to complete<br />
<strong>the</strong> lesson. In most cases, <strong>the</strong>y are<br />
student worksheets and will need<br />
to be photocopied. Sometimes a<br />
teacher copy is sufficient.<br />
Enrichment<br />
- Suggestions or<br />
o<strong>the</strong>r activities<br />
appropriate to fur<strong>the</strong>r<br />
study lesson<br />
concepts or <strong>the</strong>mes.<br />
- Located at <strong>the</strong><br />
end of <strong>the</strong> activity<br />
instructions.<br />
Unit Title Page 2.1 = Unit 2, Page 1<br />
Master Page 2.2 = Unit 2, Page 2 Unit Title<br />
iii
STATE OF ARIZONA - SCIENCE STANDARDS<br />
ACTIVITY<br />
AZ State # 1<br />
N.S.T.A. A<br />
SCIENCE AS INQUIRY<br />
AZ State # 2<br />
N.S.T.A. G<br />
HISTORY AND<br />
NATURE OF<br />
SCIENCE<br />
AZ State # 3<br />
N.S.T.A. F<br />
SCIENCE IN PERSONAL<br />
AND SOCIAL<br />
PERSPECTIVES<br />
AZ State # 4<br />
N.S.T.A. C<br />
LIFE SCIENCE<br />
ARIZONA<br />
STATE SOCIAL<br />
STUDIES<br />
STANDARDS<br />
(See Page vi)<br />
UNIT 1<br />
1. Introducing <strong>the</strong> O'odham<br />
History<br />
Economics<br />
2. <strong>Life</strong> in an O'odham Village<br />
1SC - R2, PO1<br />
1SC - R3, PO1<br />
1SC - F3, PO1<br />
3SC - F3, PO1/2<br />
4SC - R2, PO1<br />
4SC - F1, PO1<br />
History<br />
Geography<br />
Economics<br />
UNIT 2<br />
3. The Story of <strong>the</strong> Apache People<br />
1SC - R2, PO1<br />
History<br />
Geography<br />
Economics<br />
4. The Apache Way 2SC - F2, PO1 3SC - F3, PO1/2 History<br />
UNIT 3<br />
5. Fiesta<br />
History<br />
6. A Gift from Padre Kino 2SC - F1, PO1 3SC - F3, PO1 4SC - F1, PO1/2 History<br />
UNIT 4<br />
7. Dress A Tree<br />
1SC -R3, PO1<br />
1SC -R6 PO1<br />
1SC -F2, PO1/2<br />
1SC -F4, PO1/PO2<br />
4SC - F3, PO3/4<br />
8. Mesquite House<br />
1SC -R2, PO1<br />
1SC -R3, PO1<br />
1SC -R6, PO1/2<br />
1SC -F2, PO1<br />
1SC -F4, PO1/2<br />
iv<br />
4SC - R2, PO1<br />
4SC - R3, PO1/2<br />
4SC - F1, PO1<br />
4SC - F4, PO2<br />
4SC - F7, PO1/2
ACTIVITY<br />
UNIT 5<br />
9. <strong>Santa</strong> <strong>Cruz</strong> <strong>River</strong> Cards<br />
10. <strong>Santa</strong> <strong>Cruz</strong> <strong>River</strong> Bingo<br />
UNIT 6<br />
11. Trash: Can We Live With it?<br />
12. How Long Does Litter Last?<br />
CLASSROOM SLIDE SHOW<br />
PRESENTATION<br />
<strong>Life</strong> <strong>Along</strong> <strong>the</strong> <strong>Santa</strong> <strong>Cruz</strong> <strong>River</strong><br />
STATE OF ARIZONA - SCIENCE STANDARDS<br />
AZ State # 1<br />
N.S.T.A. A<br />
SCIENCE AS INQUIRY<br />
AZ State # 2<br />
N.S.T.A. G<br />
HISTORY AND<br />
NATURE OF<br />
SCIENCE<br />
AZ State # 3<br />
N.S.T.A. F<br />
SCIENCE IN PERSONAL<br />
AND SOCIAL<br />
PERSPECTIVES<br />
3SC - F3, PO1/2<br />
3SC - F2, PO1<br />
3SC - F3, PO2<br />
3SC - R1, PO2<br />
3SC - F2, PO1<br />
3SC - F3, PO2<br />
3SC - F4, PO2<br />
1SC - R2, PO1<br />
1SC -R4, PO1/2<br />
2SC - F1, PO1<br />
3SC - R1, PO1/2/3<br />
3SC - F2, PO1/3<br />
3SC - F3, PO1/2<br />
3SC - F4, PO2<br />
v<br />
AZ State # 4<br />
N.S.T.A. C<br />
LIFE SCIENCE<br />
4SC - F3, PO1/2<br />
4SC - F4, PO2<br />
4SC - E1, PO1/2<br />
4SC - R3, PO1/2<br />
4SC - F4, PO2<br />
4SC - F1, PO1<br />
4SC - F1, PO1<br />
4SC - R1, PO1<br />
4SC - R2, PO1/2/3<br />
4SC - R3, PO1/2/3<br />
4SC - F1, PO1/2<br />
4SC - F3, PO1/2<br />
4SC - F4, PO1/2<br />
ARIZONA<br />
STATE SOCIAL<br />
STUDIES<br />
STANDARDS<br />
(See Page vi)
STATE OF ARIZONA - SOCIAL STUDIES STANDARDS<br />
ARIZONA STATE<br />
SOCIAL STUDIES<br />
STANDARDS<br />
LESSON 1<br />
INTRODUCING THE<br />
O'ODHAM<br />
LESSON 2<br />
LIFE IN AN<br />
O'ODHAM VIL-<br />
LAGE<br />
LESSON 3<br />
THE STORY OF<br />
THE APACHE<br />
PEOPLE<br />
LESSON 4<br />
THE APACHE WAY<br />
LESSON 5<br />
FIESTA<br />
HISTORY<br />
1SS - R1, PO1<br />
1SS - F2, PO2<br />
1SS - F3, PO1/3<br />
1SS - E2, PO2<br />
1SS - E3, PO1<br />
1SS - E4, PO3<br />
1SS - R1, PO1<br />
1SS - F2, PO3<br />
1SS - F3, PO1/2<br />
1SS - E2, PO2<br />
1SS - E3, PO1<br />
1SS - R1, PO1<br />
1SS - F2, PO3<br />
1SS - F3, PO1/3<br />
1SS - E2, PO2<br />
1SS - E3, PO1<br />
1SS - E4, PO3<br />
1SS - F3, PO3<br />
1SS - E2, PO2<br />
1SS - R1, PO1<br />
1SS - F3, PO1/3<br />
1SS - E3, PO5/6<br />
1SS - E4, PO3<br />
GEOGRAPHY<br />
3SS - F2<br />
PO1<br />
PO3<br />
PO5<br />
PO6<br />
3SS - F2<br />
PO2<br />
ECONOMICS 4SS - R1, PO1 4SS - R1, PO2 4SS - R1, PO1<br />
vi<br />
LESSON 6<br />
A GIFT FROM<br />
FATHER KINO<br />
1SS - R1, PO1<br />
1SS - F3, PO1/3<br />
1SS - E3,<br />
PO2/3/4<br />
1SS - E4, PO3
RESOURCES AND REFERENCES<br />
Unit 1: The O’odham<br />
A Pima Remembers, George Webb, U of AZ<br />
Press, 1959.<br />
Hohokam Arts and Crafts, Barbara<br />
Gronemann, Southwest Learning<br />
Sources, 6440 Presidio Road., Scottsdale<br />
AZ 85254, 1994.<br />
Of Earth & Little Rain, Bernard Fontana,<br />
University of Arizona Press, Tucson,<br />
1989.<br />
Papago and Pima Indians of Arizona, Ruth<br />
Underhill, The Filter Press, P.O. Box 5,<br />
Palmer Lake, CO 80133, reprinted 1979.<br />
Pima Indian Legends, Anna Moore Shaw,<br />
University of Arizona Press, Tucson,<br />
1968.<br />
Plants and People of <strong>the</strong> Sonoran Desert Trail,<br />
Desert Botanical Garden, Phoenix, AZ.<br />
Sonora, Ignaz Pfefferkorn (translated by<br />
Theodore Treutlein), University of<br />
Arizona Press, Tucson, 1989.<br />
The Encounters Box, Teachers’ Resource<br />
Box, Tumacácori <strong>National</strong> Historical<br />
<strong>Park</strong>.<br />
The Pima Indians, Frank Russell, University<br />
of Arizona Press, Tucson, reprinted<br />
1975.<br />
The Upper Pima of San Cayetano del<br />
Tumacácori, Charles C. Dipeso, The<br />
Amerind Foundation, Dragoon AZ,<br />
1956.<br />
Unit 2: The Apache<br />
Books by Joseph Cornell, Dawn<br />
Publications, Nevada City, CA<br />
Sharing Nature with Children (1979),<br />
Listening to Nature (1987),<br />
Sharing <strong>the</strong> Joy of Nature (1989),<br />
Journey to <strong>the</strong> Heart of Nature (1994).<br />
Indeh: An Apache Odyssey, Eve Ball,<br />
University of Oklahoma Press, 1980.<br />
The Apaches: Eagles of <strong>the</strong> Southwest, Donald<br />
E. Worcester, University of Oklahoma<br />
Press, 1979.<br />
The Apache Indians, Nicole Claro, Chelsea<br />
House Publishers, NY, 1992.<br />
The Encounters Box, Teachers’ Resource<br />
Box, Tumacácori <strong>National</strong> Historical<br />
<strong>Park</strong>.<br />
The Flute Player: An Apache Folktale,<br />
Michael Lacapa, Northland Publishing,<br />
Flagstaff, AZ, 1990.<br />
The People Called Apache, Thomas E. Mails,<br />
BDD Books, NY, 1974.<br />
Western Apache Material Cultural, Alan Ferg,<br />
University of Arizona Press, Tucson,<br />
1987.<br />
When The Earth Was New, Chesley<br />
Goseyun Wilson, World Music Press,<br />
PO Box 2565, Danbury, CT 06813,<br />
1994.<br />
Unit 3: The Mexican Americans<br />
California's Hispanic Roots For Kids,<br />
Barbara Linse with George Kuska,<br />
Art's Publications, 80 Piedmont Court,<br />
Larkspur, CA 94939, (415) 924-2633.<br />
Chilies to Chocolates, Foster & Cordell,<br />
University of Arizona Press, Tucson,<br />
vii
AZ, 1992.<br />
Crafts of Mexico, Chloe Sayer, Doubleday<br />
and Company, Inc., NY, 1977.<br />
Cuentos - Tales from <strong>the</strong> Hispanic Southwest,<br />
Jose Griego y Maestas and Rudolfo A.<br />
Anaya, Museum of New Mexico Press,<br />
1980.<br />
Fiesta! Mexico and Central America, Barbara<br />
Linse and Dick Judd, Fearon Teacher<br />
Aids, A Paramount Communications<br />
Company, 1993.<br />
Folk Wisdom of Mexico, Jeff M. Sellers,<br />
Chronicle Books, San Francisco, 1994.<br />
Kids Explore America's Hispanic Heritage,<br />
Westricge Young Writers Workshop,<br />
John Muir Publications, <strong>Santa</strong> Fe, NM,<br />
1992.<br />
Mexican Folk Toys, Festival Decorations, and<br />
Ritual Objects, Florence and Robert Pettit,<br />
Hastings House Publisher, NY, 1976.<br />
Seeds of Change: The Story of Cultural<br />
Exchange after 1492, Sharryl Davis Hawke<br />
and James E. Davis, Addison-Wesley<br />
Publishers, 1992.<br />
Spanish-American folktales, Teresa Pijoan<br />
de Van Etten, August House Publishers,<br />
Inc., Little Rock, AR, 1990.<br />
The Mexican-Americans, Julie Catalano,<br />
Chelsea House Publishers, NY, 1996.<br />
The Story of Mexico: La Historia de Mexico en<br />
Enspañol y en Ingles, Bellerophon Books,<br />
122 Helena Ave., <strong>Santa</strong> Barbara, CA<br />
93101, (805) 965-7034, 1996.<br />
The Tortilla Book and Mexican Regional<br />
Cooking, Diana Kennedy, Harper and<br />
Row, NY, 1975.<br />
Vamos a Cantar, Corvelan, Folkway<br />
Records, NY.<br />
The Encounters Box, Teachers’ Resource<br />
Box, Tumacácori <strong>National</strong> Historical<br />
<strong>Park</strong>. Teacher/student resources and<br />
activities relating to local are history, culture<br />
and environment.<br />
Unit 4: Tree of <strong>Life</strong><br />
The Banana Slug String Band, (888) 32-<br />
SLUGS, slugs@bananaslugstringband.<br />
com<br />
Conocer un Arbol, Roy Simpson, Honduras,<br />
1990, roy_simpson@nps.gov.<br />
Project Learning Tree, 1111 19th Street,<br />
Washington, D.C., 20036 or contact Jill<br />
Rubio, (520) 752-9591, extension 22,<br />
jrubio@ag.arizona.edu.<br />
Unit 5: <strong>River</strong> Critters<br />
A Natural History of <strong>the</strong> Sonoran Desert,<br />
Arizona-Sonora Desert Museum,<br />
University of California Press, Berkeley,<br />
Tucson and Berlin, 2000.<br />
Birds: A guide to Field Identification of North<br />
America, Chandler S. Robbins, Bertel<br />
Bruun and Herbert S. Zim, Golden<br />
Books, New York, 1966.<br />
Books by Joseph Cornell, see Unit 2, page<br />
ix.<br />
Easy Field Guide to Common Desert Birds,<br />
Richard and Sharon Nelson, Primer<br />
Publishers, 5738 N. Central Avenue,<br />
Phoenix, AZ, 1996.<br />
Field Guide to <strong>the</strong> Birds of North America,<br />
<strong>National</strong> Geographic Society, 1987.<br />
Mammals of <strong>the</strong> Southwest Deserts, George<br />
Olin and Dale Thompson, Southwest<br />
<strong>Park</strong>s and Monuments Association,<br />
1988.<br />
viii
Project Learning Tree, see Unit 4, page x.<br />
Ranger Rick's Nature Scopes, <strong>National</strong><br />
Wildlife Federation, Washington DC.<br />
Watchable Birds of <strong>the</strong> Southwest, Mary<br />
Taylor Gray, Mountain Press Publishing<br />
Company, Missoula, MT, 1995.<br />
What's a Chiricahua and Chiricahua: Much<br />
More Than You Think, Chiricahua<br />
<strong>National</strong> Monument, Wilcox, AZ, 1993,<br />
(520) 824-3560, 1993.<br />
Unit 6: Basura - Alias Trash<br />
A Sanitary Code, Rules and Regulations,<br />
Solid Waste, Chapter VII, pg. 140-143,<br />
<strong>Santa</strong> <strong>Cruz</strong> County Health Department,<br />
Nogales, AZ 85621, (520) 761-7800.<br />
Project WET, Contact Kerry Schwartz,<br />
University of Arizona, (520).752-9591.<br />
Project Learning Tree, 1111 19th Street,<br />
Washington, D.C., 20036 or contact Jill<br />
Rubio, (520) 752-9591, extension 22 -<br />
jrubio@ag.arizona.edu.<br />
Ranger Rick’s Nature Scope, <strong>National</strong><br />
Wildlife Federation, Washington, D.C.<br />
Biological Diversity Curriculum, <strong>National</strong><br />
<strong>Park</strong> <strong>Service</strong>, Midwest Region.<br />
Arizona State Government Water<br />
Resources, (520) 761-1814.<br />
Arizona State <strong>Park</strong>s, Tubac Presidio State<br />
Historical <strong>Park</strong>, (520) 398-2252.<br />
Friends of <strong>the</strong> <strong>Santa</strong> <strong>Cruz</strong> <strong>River</strong>, P.O. Box<br />
4275, Tubac, AZ 85646, (520) 398-8269.<br />
Household Hazardous Waste Program,<br />
Office of Public Works, <strong>Santa</strong> <strong>Cruz</strong><br />
County, Nogales, AZ 85621, (520) 761-<br />
7800.<br />
<strong>National</strong> <strong>Park</strong> <strong>Service</strong>, Tumacácori<br />
<strong>National</strong> Historical <strong>Park</strong>, PO Box 67,<br />
Tumacácori, AZ, 85640, (520) 398-<br />
2341.<br />
Nogales Chamber of Commerce, Nogales,<br />
AZ 85621 (520) 287-6570.<br />
Nogales Wastewater Treatment Project,<br />
777 N. Grand Ave., Nogales, AZ 85621,<br />
(520) 287-6571.<br />
Tubac Chamber of Commerce, Tubac, AZ<br />
85646, (520) 398-2704.<br />
U.S. Fish and Wildlife <strong>Service</strong>, Phoenix,<br />
AZ (520) 823-4251;<br />
U.S. Forest <strong>Service</strong>, Nogales, AZ, (520)<br />
281-2297.<br />
O<strong>the</strong>r Useful Resources<br />
Arizona Association for Living in out <strong>the</strong><br />
Environment (AALE), 602/786-9969.<br />
Arizona Department of Agriculture, (520)<br />
287-7887.<br />
Arizona Department of Environmental<br />
Quality, (800) 234-5677.<br />
Arizona Department of Health <strong>Service</strong>s,<br />
(800) 221-9968.<br />
ix
UNIT 1<br />
THE O'ODHAM<br />
1<br />
INTRODUCING THE O'ODHAM<br />
Students will learn about <strong>the</strong> O’odham culture through listening to a<br />
traditional story, participating in a simple O’odham language lesson,<br />
and completing a craft “weaving” project.<br />
PAGE 1.5<br />
2<br />
LIFE IN AN O'ODHAM VILLAGE<br />
Students will learn about traditional O’odham village activities<br />
through a cut and paste project. They will discuss different ways <strong>the</strong><br />
O’odham used <strong>the</strong>ir resources and <strong>the</strong>n create sentences describing<br />
<strong>the</strong> different resource-related activities portrayed.<br />
PAGE 1.11
UNIT 1 - THE O'ODHAM - TEACHER BACKGROUND INFORMATION<br />
The people who lived<br />
along <strong>the</strong> <strong>Santa</strong> <strong>Cruz</strong> <strong>River</strong>,<br />
when first contact with<br />
<strong>the</strong> Spanish was made,<br />
were called <strong>the</strong> Sobaípuri,<br />
a branch of <strong>the</strong> O’odham<br />
or Pima people. Their<br />
agrarian culture revolved<br />
around <strong>the</strong> resources of<br />
<strong>the</strong> <strong>Santa</strong> <strong>Cruz</strong> and San<br />
Pedro <strong>River</strong>s, farming corn,<br />
beans and o<strong>the</strong>r crops while<br />
augmenting <strong>the</strong>ir diet by<br />
hunting and ga<strong>the</strong>ring. Due<br />
to loss of <strong>the</strong> population<br />
to disease, intermarriage<br />
and deaths from Apache<br />
attacks, <strong>the</strong> name Sobaípuri<br />
is no longer heard. Their<br />
descendants, however, live<br />
on as part of <strong>the</strong> O’odham<br />
people.<br />
The present-day O’odham<br />
living near <strong>the</strong> <strong>Santa</strong> <strong>Cruz</strong><br />
Valley are <strong>the</strong> Tohono<br />
O’odham (Papago) or<br />
desert people, and <strong>the</strong><br />
Akimel O’odham (Pima) or<br />
river people. Because <strong>the</strong><br />
Sobaípuri were a river-based<br />
culture, traditions most<br />
likely were a combination<br />
of both <strong>the</strong> river-based<br />
Akimel O’odham people<br />
and <strong>the</strong> desert-based Tohono<br />
O’odham.<br />
The O’odham nation<br />
consists of various smaller<br />
tribes or sub-groups,<br />
including <strong>the</strong> above<br />
mentioned Akimel and<br />
Tohono groups. Their<br />
native language and customs<br />
are similar, yet distinctly<br />
different, giving each branch<br />
its own uniqueness. They<br />
believe <strong>the</strong>mselves to be<br />
descendants of <strong>the</strong> ancient<br />
Hohokam civilization or<br />
“those who came before.”<br />
Their culture is rich<br />
and colorful and many<br />
participate in traditional<br />
activities such as those<br />
described below.<br />
STORYTELLING AND<br />
LANGUAGE<br />
Storytelling plays a very<br />
important role in <strong>the</strong><br />
O’odham culture. For<br />
centuries, history, tradition<br />
and culture have been<br />
transferred from one<br />
generation to <strong>the</strong> next<br />
through stories. O’odham<br />
legends, <strong>the</strong>refore, are not<br />
just fun stories, but an<br />
important passing on of<br />
tradition and language.<br />
The dialects of <strong>the</strong> O’odham<br />
or Pima language are<br />
numerous, and include those<br />
spoken along <strong>the</strong> <strong>Santa</strong> <strong>Cruz</strong><br />
<strong>River</strong>, by Tohono O’odham<br />
(desert people) and Akimel<br />
O’odham (river people).<br />
The O’odham language is a<br />
member of <strong>the</strong> Uto-Aztecan<br />
language family, distantly<br />
related to Yaqui, Hopi,<br />
Comanche and Ute, among<br />
o<strong>the</strong>rs.<br />
BASKETRY<br />
The Tohono O'odham<br />
and <strong>the</strong>ir ancestors have<br />
been making baskets in <strong>the</strong><br />
current techniques and style<br />
for several centuries. This<br />
strong tradition continues<br />
today.<br />
Baskets were first made by<br />
<strong>the</strong> O'odham strictly for<br />
utilitarian purposes, and had<br />
a number of practical uses,<br />
such as transporting and<br />
storing materials, and food<br />
ga<strong>the</strong>ring. Some baskets<br />
were even used as cooking<br />
containers, with hot rocks<br />
being placed in a basket<br />
filled with wet grain.<br />
The principal materials used<br />
for basket weaving, still<br />
used today, are devil’s claw,<br />
bear grass, yucca leaves and<br />
roots. No dyes are used.<br />
The natural materials give<br />
<strong>the</strong> baskets <strong>the</strong>ir distinctive<br />
colors.<br />
The durability and beauty of<br />
Tohono O'odham baskets is<br />
renowned. Although most<br />
baskets today are used for<br />
decorative purposes, <strong>the</strong>ir<br />
quality and attractiveness<br />
have remained unchanged.<br />
The O'odham Page 1.1
UNIT 1 - THE O'ODHAM - TEACHER BACKGROUND INFORMATION<br />
TRADITIONAL NAMING<br />
OF AN O’ODHAM<br />
CHILD<br />
“Before a child is a year<br />
old, <strong>the</strong> child is named<br />
by friends of <strong>the</strong> parents<br />
in <strong>the</strong> following manner:<br />
<strong>the</strong> friends, or godparents,<br />
accompanied by o<strong>the</strong>r<br />
visitors, come for four<br />
successive mornings and<br />
seat <strong>the</strong>mselves just before<br />
sunrise on <strong>the</strong> ground<br />
before <strong>the</strong> house in which<br />
<strong>the</strong> child lives. First one<br />
and <strong>the</strong>n ano<strong>the</strong>r of <strong>the</strong><br />
company holds <strong>the</strong> child<br />
for a moment. If it is a<br />
boy, <strong>the</strong> kompalt, godfa<strong>the</strong>r,<br />
repeats a ceremonial speech,<br />
passing his hands across <strong>the</strong><br />
infant and holds him aloft to<br />
receive <strong>the</strong> first rays of <strong>the</strong><br />
rising sun; <strong>the</strong>n he bestows<br />
upon <strong>the</strong> boy <strong>the</strong> name by<br />
which he will be known<br />
throughout life. However,<br />
nicknames are common and<br />
often supplant <strong>the</strong> baptismal<br />
name. If it is a girl, <strong>the</strong><br />
kamult, godmo<strong>the</strong>r, delivers<br />
<strong>the</strong> speech and gives <strong>the</strong><br />
name. The parents in <strong>the</strong>ir<br />
turn reciprocate by naming<br />
<strong>the</strong> children of <strong>the</strong> couple<br />
that acts as godparents to<br />
<strong>the</strong>ir own.<br />
“From <strong>the</strong> age of ten until<br />
about <strong>the</strong> time of marriage<br />
nei<strong>the</strong>r boys nor girls are<br />
allowed to speak <strong>the</strong>ir own<br />
names. The penalty is bad<br />
luck in losing arrows in <strong>the</strong><br />
case of <strong>the</strong> boys, and <strong>the</strong><br />
rsalika or kiaha stick for<br />
girls.<br />
“The name of a deceased<br />
person is not used; he is<br />
alluded to as <strong>the</strong> bro<strong>the</strong>r of<br />
So-and-So. The word or<br />
words in <strong>the</strong> name, however,<br />
are not dropped from <strong>the</strong><br />
language.”<br />
TATTOOING<br />
“The O’odham practiced<br />
both tattooing and body<br />
painting. They usually<br />
tattooed both sexes during<br />
<strong>the</strong>ir adolescence between<br />
fifteen and twenty years<br />
of age. Designs were first<br />
outlined in charcoal and <strong>the</strong><br />
skin <strong>the</strong>n was pricked with<br />
needle points dipped in wet<br />
charcoal. (Needle points<br />
were made by using two to<br />
four Prickly Pear or Saguaro<br />
thorns tied with sinew<br />
and cotton.) They usually<br />
tattooed men along <strong>the</strong><br />
margin of <strong>the</strong> lower eyelid<br />
and with a horizontal line<br />
across <strong>the</strong> temple. Generally<br />
<strong>the</strong>y made a band design<br />
across <strong>the</strong> forehead with a<br />
traverse series of lines or.<br />
. . short vertical zigzags.<br />
Like <strong>the</strong> men, <strong>the</strong> women<br />
were usually decorated<br />
along <strong>the</strong> margin of <strong>the</strong><br />
lower eyelid. Two vertical<br />
lines pierced on each side<br />
of <strong>the</strong> chin ran from <strong>the</strong><br />
top to <strong>the</strong> lower portion of<br />
<strong>the</strong> jaw. On occasion <strong>the</strong>se<br />
two lines were connected<br />
under <strong>the</strong> lip with a band<br />
design. Painting was used<br />
to emphasize <strong>the</strong> tattoos.”<br />
GAMES<br />
Games were traditionally<br />
separated by gender. It was a<br />
cultural taboo to mix sexes.<br />
Only boys played Ginz, <strong>the</strong><br />
Pima Stick Game. The same<br />
would apply for an activity<br />
like food preparation, done<br />
only by women. Both sexes<br />
performed duties such<br />
as tattooing and pottery,<br />
although most likely,<br />
males and females worked<br />
apart.<br />
* The Pima Indians, Frank<br />
Russell, University of Arizona<br />
Press, Reprint 1975<br />
Page 1.2<br />
The O'odham
UNIT 1 - THE O'ODHAM - TEACHER BACKGROUND INFORMATION<br />
An Expanded O’odham Language Lesson<br />
Greetings<br />
Shap ai masma ida hudunk? (Shop aye mahsma eedah hood oonk)<br />
How have you been this evening?<br />
Tom nei. (Tom mnee)<br />
I’ll see you again (used like goodbye).<br />
He’ekia ap ed ahidag? (hou ou kee ah ahp oud ah ee dahg?)<br />
How old are you?<br />
Gook ani ed ahidag! (goak ahnee eed ah ee dahg)<br />
I am two years old.<br />
Vowels: All vowels are <strong>the</strong> same as in Spanish except “e” which is pronounced like<br />
<strong>the</strong> “u” as in P U T. All of <strong>the</strong> consonants are <strong>the</strong> same as in English.<br />
A FAR G GET M MOM SH SHOP<br />
B BOY H HAT N NINE T TOM<br />
C CHAT I RING Ñ CANYON U MUTE<br />
D HEARD J JACK O BOAT V VAT<br />
E PUT K KIT P PIG W WAKE<br />
F FIX L LOOK S SUN Y YOU<br />
Numbers<br />
ONE Hemako Hu mah ko<br />
TWO Gook Go ok<br />
THREE Vaik Vah eek<br />
FOUR Giik Geek<br />
FIVE Hetasp Huh tahsp<br />
SIX Cudp Choodp<br />
SEVEN Veva'ak Vuhvah ahk<br />
EIGHT Gigi'ik Geegee eek<br />
NINE Humukt Hoomookt<br />
TEN Vestmam Vuhst mam<br />
Colors<br />
RED s-veg s -vuhg<br />
YELLOW s-oam s -oahm<br />
BLUE s-heedag s -chuh dahg<br />
GREEN s-heedag s -chuh dahg<br />
BLACK s-cuk s -chook<br />
WHITE s-koomag s -to hah<br />
GRAY s-toha s -koo mahg<br />
BROWN s-oam s -oahm<br />
ORANGE s-oam s -oahm<br />
The O'odham Page 1.3
Page 1.4<br />
The O'odham
11<br />
LESSON OVERVIEW<br />
Students will learn about <strong>the</strong> O’odham culture through<br />
listening to a traditional story, participating in a simple<br />
O’odham language lesson and creating a craft “weaving”<br />
activity.<br />
Subjects<br />
Language Arts and Social<br />
Studies.<br />
Social Studies Standards<br />
History, Economics<br />
Objectives<br />
Students will:<br />
1. Listen to and review<br />
events from a traditional<br />
O’odham legend.<br />
2. Recall and recite traditional<br />
O’odham greetings.<br />
3. Construct (weave) a<br />
mat using techniques<br />
similar to those used by<br />
<strong>the</strong> O’odham.<br />
Preparation<br />
Review pages 1.5 and 1.6;<br />
Make student copies of<br />
Page 1.9; provide 1/2” x<br />
9” strips of construction<br />
paper (2 to 8 colors) glue,<br />
tape and scissors.<br />
Time<br />
Two 50 minute sessions.<br />
Vocabulary<br />
Agave, basketry, bear<br />
grass, devil’s claw, mano,<br />
mat, metate, weaving,<br />
yucca.<br />
Activity 1<br />
Read <strong>the</strong> following story to<br />
your students to introduce<br />
<strong>the</strong>m to <strong>the</strong> O’odham people<br />
and <strong>the</strong>ir culture. Discuss<br />
similarities and differences in<br />
character and attitude between<br />
<strong>the</strong> traditional O’odham and<br />
modern culture.<br />
INTRODUCING<br />
THE O'ODHAM<br />
The O’odham Legend of Ca Kai Choo and Bun<br />
As passed down to Nathan Allen<br />
Tohono is <strong>the</strong> home of Ca Kai<br />
Choo (quail) and Bun (coyote).<br />
Ca Kai Choo often played tricks<br />
on Bun. One time <strong>the</strong>y took<br />
some of his body fat while<br />
he slept. Bun awoke and was<br />
angry! He chased <strong>the</strong> Ca Kai<br />
Choo, but <strong>the</strong>y flew to safety,<br />
into <strong>the</strong>ir little holes along <strong>the</strong><br />
Akimel (river). Bun went to<br />
<strong>the</strong> first hole and reached in.<br />
He grabbed <strong>the</strong> first Ca Kai<br />
Choo and growled, "Are you<br />
<strong>the</strong> one who did this to me?"<br />
A tiny peep, "No! try <strong>the</strong> next<br />
hole," was heard. And so Bun<br />
went from hole to hole until<br />
he came to <strong>the</strong> last one. "Was<br />
it you?" Again a tiny peep,<br />
"No! try <strong>the</strong> next hole." Bun<br />
stuck his paw into <strong>the</strong> next<br />
hole full of hanum (cholla)!<br />
Bun howled with pain as <strong>the</strong><br />
Ca Kai Choo ran away with<br />
glee and laughter. Again Ca<br />
Kai Choo had gotten <strong>the</strong> best<br />
of Bun, <strong>the</strong>ir worst enemy!<br />
The O'odham<br />
Page 1.5
LESSON 1 - INTRODUCING THE O'ODHAM<br />
Activity 2<br />
An O’odham<br />
Language Lesson<br />
Use <strong>the</strong> following O’odham greetings to<br />
introduce students to its traditional culture.<br />
If possible, use an emersion language<br />
approach in which you speak only in<br />
O’odham. The students love it and <strong>the</strong> lesson<br />
will have more of an impact.<br />
Use <strong>the</strong> information in <strong>the</strong> Teacher<br />
Background Information on Page 1.3, “An<br />
Expanded O’odham Language Lesson” to<br />
help you learn <strong>the</strong> language.<br />
If available, play <strong>the</strong> tape “An O’odham<br />
Language Lesson” from <strong>the</strong> Encounters Box<br />
(see resources and references).<br />
SIMPLE O’ODHAM GREETINGS<br />
Shap aye Masma? (Shop - I - Mahsma)<br />
How have you been? (Common Greeting)<br />
Shap Kaij? (Shop - Kye - ejj)<br />
What do you say? (informal greeting)<br />
Pi has. (Pee hass)<br />
Nothing really.<br />
Shap chegig? (Shop Cheh geeg)<br />
What is your name?<br />
John bun chegig. (Buhn Cheh geeg)<br />
John is my name.<br />
Page 1.6<br />
The O'odham
LESSON 1 - INTRODUCING THE O'ODHAM<br />
O’odham Mat Making<br />
Session 1<br />
Activity 3<br />
O’odham Mat Making<br />
Session 2<br />
1. Discuss <strong>the</strong> importance of weaving in <strong>the</strong><br />
O’odham culture with your class using <strong>the</strong><br />
teacher background information on pages<br />
1.1 and 1.2. If possible, use examples from<br />
books (see references) or o<strong>the</strong>r sources.<br />
(Bring in samples, if possible)<br />
2. Pre-cut, or have students cut strips of<br />
different colored construction paper,<br />
approximately 1/2” wide by 9” long.<br />
3. Give a copy of Page 1.9 to each student.<br />
4. Demonstrate <strong>the</strong> procedure by first<br />
asking students to fold Master Page 1.9 in<br />
half. Then have students carefully cut along<br />
<strong>the</strong> dotted vertical lines, stopping at <strong>the</strong><br />
blackened outlines on <strong>the</strong> top and bottom<br />
of <strong>the</strong> page.<br />
Stop Cutting<br />
Here<br />
Fold Paper<br />
in Half<br />
1. Instruct students to complete <strong>the</strong>ir own<br />
weaving, alternating different colors of<br />
paper.<br />
2. Once <strong>the</strong> weaving is complete and <strong>the</strong><br />
work has been checked by a teacher or an<br />
aide, ask students to trim <strong>the</strong> colored paper<br />
flush with <strong>the</strong> edge of <strong>the</strong>ir mat (Page 1.9).<br />
Glue <strong>the</strong> ends of <strong>the</strong> colored strips to <strong>the</strong><br />
mat.<br />
3. Complete <strong>the</strong> activity by discussing<br />
current uses of weaving (Easter baskets,<br />
blankets, etc.). Bring in examples of<br />
weaving, check out and display library<br />
books on <strong>the</strong> subject and search for any<br />
woven materials in <strong>the</strong> home or school<br />
environment to prompt a discussion.<br />
Completed O’odham Mat<br />
C<br />
C<br />
C<br />
C<br />
5. Using <strong>the</strong> pre-cut strips of colored<br />
construction paper and <strong>the</strong> instructions<br />
on Master Page 1.8, demonstrate how<br />
to weave by alternating a strip of colored<br />
paper onto <strong>the</strong> cut mat. Repeat <strong>the</strong><br />
demonstration for at least two strips.<br />
The O'odham<br />
Page 1.7
LESSON 1 - INTRODUCING THE O'ODHAM - - MASTER PAGE 1.8<br />
1<br />
MAKE COPIES<br />
OF MASTER<br />
PAGE 1.9<br />
OR HAVE<br />
STUDENTS<br />
MAKE THEIR<br />
OWN ON<br />
CONSTRUCTION<br />
PAPER.<br />
4<br />
WEAVE<br />
ANOTHER<br />
COLORED<br />
STRIP<br />
OPPOSITE<br />
TO THE<br />
ONE IN<br />
STEP 3.<br />
2<br />
CUT ALONG<br />
DOTTED LINE,<br />
STOPPING<br />
AT THE<br />
BLACK BOX,<br />
LEAVING<br />
A ½''<br />
MARGIN.<br />
5<br />
CONTINUE<br />
WEAVING<br />
STRIPS<br />
UNTIL<br />
COMPLETE.<br />
3<br />
WEAVE A<br />
STRIP OF<br />
COLORED<br />
PAPER<br />
OVER AND<br />
UNDER<br />
CUT STRIPS.<br />
6<br />
TRIM<br />
COLORED<br />
PAPER AND<br />
GLUE STRIPS<br />
TO PAGE.<br />
Page 1.8<br />
The O'odham
LESSON 1 - INTRODUCING THE O'ODHAM - - MASTER PAGE 1.9<br />
Fold Here<br />
The O'odham<br />
Page 1.9
Page 1.10<br />
The O'odham
12<br />
LESSON OVERVIEW<br />
Students will learn about traditional O’odham village activities<br />
through a cut and paste project. They will discuss different<br />
ways <strong>the</strong> O’odham used <strong>the</strong>ir resources and <strong>the</strong>n create sentences<br />
describing <strong>the</strong> different resource-related activities portrayed.<br />
Subjects<br />
Art, English and<br />
Science<br />
LIFE IN AN O'ODHAM<br />
VILLAGE<br />
Social Studies Standards<br />
History, Geography,<br />
Economics<br />
Science Standards<br />
Personal and Social<br />
Perspectives in Science,<br />
<strong>Life</strong> Science<br />
Objectives<br />
Students will:<br />
1. Create an O’odham<br />
village scene.<br />
2. Discuss traditional<br />
uses of resources.<br />
3. Construct sentences<br />
describing uses of<br />
traditional resources.<br />
Preparation<br />
Give each student<br />
copies of Master Pages<br />
1.13 and 1.14. Have<br />
glue, scissors and<br />
colors available.<br />
Time<br />
One 50 minute session<br />
Vocabulary<br />
Ga<strong>the</strong>r, grind,<br />
firewood, natural<br />
resources, mesquite,<br />
prickly pear cactus,<br />
weave, yucca.<br />
Part 1<br />
1. Define natural resources<br />
(materials provided by nature)<br />
with students and brainstorm<br />
a list of local natural resources<br />
such as water, trees, etc.<br />
2. Explain to students that<br />
<strong>the</strong> O’odham people relied<br />
on <strong>the</strong>ir land to survive and<br />
most of <strong>the</strong>ir activities used or<br />
relied upon natural resources.<br />
Augment <strong>the</strong> list to include<br />
<strong>the</strong> resources used by <strong>the</strong><br />
O’odham. Are <strong>the</strong>y <strong>the</strong> same as<br />
today? Why or why not?<br />
3. Brainstorm different ways in<br />
which <strong>the</strong> traditional O’odham<br />
people used <strong>the</strong>ir resources<br />
such as hunting, weaving, etc.<br />
4. Hand out copies of Master<br />
Page 1.13 to each student and<br />
explain and model procedures<br />
to cut out individual pictures<br />
and paste <strong>the</strong>m to create an<br />
O’odham village scene.<br />
The O'odham<br />
Page 1.11
LESSON 2 - LIFE IN AN O'ODHAM VILLAGE<br />
Part 2<br />
1. Once <strong>the</strong> cut and paste project is<br />
complete, discuss <strong>the</strong> different activities<br />
portrayed in <strong>the</strong> O’odham village scenes.<br />
What activities are portrayed? (Grinding<br />
flour, hunting, weaving, ga<strong>the</strong>ring, cooking and<br />
farming.)<br />
Which natural resources were used for<br />
each activity? (wood, stone, plants, trees,<br />
animals, water, firewood, soil, etc.)<br />
Did <strong>the</strong> use of natural resources impact<br />
<strong>the</strong> environment. How? (Firewood,<br />
hunting, clearing fields for crops, materials for<br />
construction all impacted <strong>the</strong> environment, but<br />
because populations were relatively low, <strong>the</strong><br />
impact was minimal.)<br />
Do we use our natural resources today in<br />
ways similar to <strong>the</strong> traditional O’odham?<br />
In which ways were <strong>the</strong>y similar or<br />
different?<br />
2. Hand out copies of Master Page 1.14<br />
to each student (or alternatively write <strong>the</strong><br />
assignment on <strong>the</strong> board for students to<br />
copy.<br />
3. Using <strong>the</strong> example at <strong>the</strong> top of <strong>the</strong><br />
Master Page 1.14, model different ways to<br />
make a sentence using <strong>the</strong> two given words.<br />
4. Have students create complete<br />
sentences using <strong>the</strong> given words for<br />
numbers 2-5. For ESL or o<strong>the</strong>r students<br />
learning to read, use <strong>the</strong> “book on a hook”<br />
pedagogy in which students dictate a<br />
sentence or story and <strong>the</strong> teacher or aid<br />
writes <strong>the</strong> sentence. Students <strong>the</strong>n need to<br />
trace over <strong>the</strong> sentence.<br />
5. Complete <strong>the</strong> activity by reviewing and<br />
comparing sentences for each example,<br />
and by fur<strong>the</strong>r discussing <strong>the</strong> use of natural<br />
resources.<br />
Enrichment<br />
- Augment Part 2, steps 3 and 4 to include writing; describe <strong>the</strong> use of verbs and nouns.<br />
- Give students o<strong>the</strong>r verbs and nouns to discuss o<strong>the</strong>r aspects of O’odham life or uses of<br />
resources. Ask <strong>the</strong>m to create <strong>the</strong>ir own sentences.<br />
- As an advanced assessment, have students put toge<strong>the</strong>r created sentences to make a<br />
paragraph describing life in an O’odham village.<br />
Page 1.12<br />
The O'odham
LESSON 2 - LIFE IN AN O'ODHAM VILLAGE - MASTER PAGE 1.13<br />
Cut <strong>the</strong> pictures above and paste <strong>the</strong>m in <strong>the</strong> O’odham village.<br />
Add your own drawings and colors to complete <strong>the</strong> picture.<br />
The O'odham<br />
Page 1.13
LESSON 2 - LIFE IN AN O'ODHAM VILLAGE - MASTER PAGE 1.14<br />
The O’odham people lived by <strong>the</strong> river and had to make everything with natural<br />
materials. Can you use <strong>the</strong> land like <strong>the</strong>y did? Use <strong>the</strong> words to make a complete<br />
sentence that describes how <strong>the</strong> O’odham people use <strong>the</strong>ir land.<br />
1<br />
Example<br />
Grind Mesquite Beans<br />
The O'odham people used to grind corn, wheat, and<br />
mesquite beans to make flour.<br />
2<br />
Hunt<br />
Deer and Rabbits<br />
3<br />
Weave<br />
Yucca Leaves<br />
4<br />
Ga<strong>the</strong>r<br />
Prickly Pear Cactus<br />
5<br />
Cook<br />
Firewood<br />
6<br />
Plant<br />
Corn<br />
Page 1.14<br />
The O'odham
UNIT 12<br />
THE APACHE<br />
3<br />
THE STORY OF THE APACHE PEOPLE<br />
Students will learn about <strong>the</strong> Apache People and <strong>the</strong>ir culture<br />
through listening to and reading an essay. They will summarize<br />
<strong>the</strong>ir reading by drawing a picture, <strong>the</strong>n compose and answer<br />
questions regarding <strong>the</strong> assigned reading.<br />
PAGE 2.3<br />
4<br />
THE APACHE WAY<br />
Through participation in one or more activities, students will<br />
experience <strong>the</strong>ir local environment first-hand while learning about<br />
how <strong>the</strong> historical Apache people related to nature.<br />
PAGE 2.7
UNIT 2- THE APACHE - TEACHER BACKGROUND INFORMATION<br />
The Apache people and<br />
culture are an integral part<br />
of <strong>the</strong> history of <strong>the</strong> Pimería<br />
Alta (upper Pima land).<br />
Their role, however, was not<br />
one of friend to <strong>the</strong> missionaries<br />
and O’odham, but of<br />
enemy. Fa<strong>the</strong>r Kino recorded<br />
his first contact with <strong>the</strong><br />
Apaches when he described<br />
<strong>the</strong>m attacking <strong>the</strong><br />
O’odham in <strong>the</strong> San<br />
Pedro Valley near<br />
Tombstone. From<br />
this first contact,<br />
until <strong>the</strong> surrender of<br />
Geronimo in 1886,<br />
<strong>the</strong> history of <strong>the</strong><br />
Apaches in <strong>the</strong> <strong>Santa</strong><br />
<strong>Cruz</strong> Valley is full of<br />
warfare.<br />
Anthropologists<br />
believe that <strong>the</strong><br />
Apache people came<br />
to Arizona sometime<br />
in <strong>the</strong> 1600s. Descendants<br />
of <strong>the</strong> nor<strong>the</strong>rn Athapascan<br />
language speakers, <strong>the</strong>y<br />
traveled slowly through <strong>the</strong><br />
plains just east of <strong>the</strong> Rocky<br />
Mountains, eventually arriving<br />
in <strong>the</strong> Southwest. They<br />
separated into seven groups<br />
and each group lived in<br />
a different place. Many<br />
Apaches who still live in<br />
this state are part of <strong>the</strong><br />
"Western Apache" group<br />
and are descendants of <strong>the</strong><br />
Apaches who lived in <strong>the</strong><br />
Pimería Alta during Fa<strong>the</strong>r<br />
Kino's time. They are <strong>the</strong><br />
people we discuss here.<br />
The Apaches call <strong>the</strong>mselves<br />
"Nde", which means<br />
"People." When <strong>the</strong>y first<br />
arrived in Arizona and New<br />
Mexico, <strong>the</strong>y found o<strong>the</strong>r<br />
indigenous people with<br />
whom <strong>the</strong>y had to compete<br />
for land and resources.<br />
Farmers and hunters, <strong>the</strong><br />
Pueblo Indians of New<br />
Mexico lived in stone houses<br />
grouped closely toge<strong>the</strong>r like<br />
apartment buildings. To <strong>the</strong><br />
west were <strong>the</strong> Pima (Akimel<br />
O'odham) and Papago<br />
(Tohono O'odham) people<br />
living in desert villages along<br />
<strong>the</strong> river’s open spaces of<br />
sou<strong>the</strong>rn Arizona.<br />
At first, Apache people<br />
moved a lot. In <strong>the</strong> spring<br />
and summer, <strong>the</strong>y camped<br />
in <strong>the</strong> mountains and hunted<br />
deer, rabbit, and o<strong>the</strong>r wild<br />
animals. O<strong>the</strong>r groups started<br />
gardens of corn, beans,<br />
squash and tobacco. Cactus<br />
fruit, acorns, agave, walnuts,<br />
juniper berries, and many<br />
o<strong>the</strong>r edible and medicinal<br />
plants were ga<strong>the</strong>red near<br />
<strong>the</strong>ir mountain camps. The<br />
women had to be able to<br />
identify <strong>the</strong> plants, know<br />
where each plant grew, when<br />
to harvest, specific collecting<br />
techniques, cooking preparation<br />
and proper storage.<br />
In winter, <strong>the</strong> people moved<br />
<strong>the</strong>ir camps to lower<br />
elevations where it<br />
would be warmer.<br />
The men continued<br />
to hunt and <strong>the</strong><br />
women spent time<br />
tanning hides and<br />
making <strong>the</strong>m into<br />
bags, clothing, and<br />
containers.<br />
In <strong>the</strong> spring, <strong>the</strong><br />
people went back<br />
to <strong>the</strong>ir mountain<br />
camps, replanted<br />
<strong>the</strong>ir gardens and<br />
continued to hunt and to<br />
collect wild plants. Toward<br />
<strong>the</strong> end of <strong>the</strong> summer, if<br />
<strong>the</strong>re was extra food, it was<br />
dried and stored for leaner<br />
times.<br />
Apache women are<br />
renowned for <strong>the</strong>ir basketry.<br />
Thin sticks of willow, cottonwood,<br />
or sumac were<br />
stitched toge<strong>the</strong>r with split<br />
sticks of <strong>the</strong> same material<br />
that became flexible when<br />
soaked in water. The black<br />
in <strong>the</strong> designs was made<br />
from <strong>the</strong> devil's claw plant<br />
and <strong>the</strong> red color was made<br />
with <strong>the</strong> bark of <strong>the</strong> yucca<br />
root.<br />
The Apache Page 2.1
UNIT 2- THE APACHE - TEACHER BACKGROUND INFORMATION<br />
In addition to baskets used<br />
for storing grain, o<strong>the</strong>rs were<br />
made for carrying things.<br />
These were burden baskets<br />
that had buckskin fringes<br />
and painted designs. For<br />
carrying water, <strong>the</strong> women<br />
made a bottle-shaped basket<br />
and <strong>the</strong>n covered <strong>the</strong> outside<br />
of it with pitch (sap) to<br />
make it water-tight.<br />
Although lightweight baskets<br />
were preferred for <strong>the</strong>ir<br />
nomadic lifestyle, some pottery<br />
was necessary for cooking.<br />
These were adapted for<br />
traveling with shapes just<br />
right for cooking quickly<br />
over a campfire. Dark in<br />
color, <strong>the</strong>y had pointed bottoms<br />
and slanting sides.<br />
They could be placed right<br />
in <strong>the</strong> fire, so <strong>the</strong> sides could<br />
heat as fast as <strong>the</strong> bottom.<br />
Babies were put in cradles<br />
made of wood and deerskin<br />
that were carried on <strong>the</strong><br />
back, to keep <strong>the</strong>m safe and<br />
easy to carry. Cradleboards<br />
are sometimes used today,<br />
albeit made with yellow<br />
canvas instead of<br />
deerskin.<br />
Because <strong>the</strong> Apache<br />
people moved a lot,<br />
<strong>the</strong>ir housing patterns<br />
were adapted to <strong>the</strong>ir<br />
lifestyle. People who<br />
lived on <strong>the</strong> edge of<br />
<strong>the</strong> plains had teepees<br />
made of animal skins.<br />
People who lived in<br />
<strong>the</strong> mountains made<br />
grass houses called<br />
Page 2.2<br />
"gowaa" or "wickiups."<br />
Houses were used mostly for<br />
sleeping and storing things.<br />
Most of <strong>the</strong> cooking and<br />
o<strong>the</strong>r work was done outside,<br />
similar to what we do<br />
in present-day camping.<br />
Relationship to <strong>the</strong><br />
Environment<br />
The Apaches were closely<br />
tied to <strong>the</strong>ir environment.<br />
As nomadic hunters and<br />
ga<strong>the</strong>rers, <strong>the</strong>y relied on<br />
nature for <strong>the</strong>ir food, clothing<br />
and shelter. An intimate<br />
knowledge of <strong>the</strong>ir environment<br />
was essential. From<br />
a very young age, Apache<br />
boys and girls started learning<br />
<strong>the</strong> different plants and<br />
animals and <strong>the</strong>ir uses as<br />
<strong>the</strong>y worked alongside <strong>the</strong>ir<br />
mo<strong>the</strong>rs ga<strong>the</strong>ring and preparing<br />
food and doing daily<br />
camp chores. At about age<br />
seven or eight <strong>the</strong> boys, were<br />
separated from <strong>the</strong> girls to<br />
learn different things.<br />
The girls continued to work<br />
with and learn from <strong>the</strong>ir<br />
The Apache<br />
mo<strong>the</strong>rs and o<strong>the</strong>r women.<br />
The identification and uses<br />
of plants were particularly<br />
important to <strong>the</strong>ir survival.<br />
Edible versus non-edible<br />
plants needed to be distinguished,<br />
and <strong>the</strong>y had<br />
to learn to prepare each<br />
plant for consumption and<br />
storage. Basket weaving<br />
required that <strong>the</strong>y become<br />
versed in <strong>the</strong> different reeds<br />
and grasses, as well as in<br />
<strong>the</strong> plants used for dyes<br />
and paints. Plants were<br />
of utmost importance for<br />
medicinal uses. Many young<br />
women would become herbalists<br />
and healers.<br />
Boys started learning how<br />
to hunt and become warriors.<br />
Their training was<br />
based on survival in nature.<br />
They were required to identify<br />
plants, learn <strong>the</strong> habits<br />
and characteristics of animals,<br />
and study <strong>the</strong> cycles<br />
of nature. Often <strong>the</strong>y were<br />
required to observe nature<br />
or stalk animals for hours.<br />
Becoming a warrior<br />
meant that <strong>the</strong>y<br />
needed to become<br />
masters of hiding and<br />
escape, for which an<br />
intimate knowledge<br />
of <strong>the</strong> local geography<br />
was vital. In fact, so<br />
much so that <strong>the</strong>y<br />
learned <strong>the</strong> location<br />
and names for specific<br />
trees, rocks, caves and<br />
geographical landscapes.
3<br />
LESSON OVERVIEW<br />
Students will learn about <strong>the</strong> Apache People and <strong>the</strong>ir culture<br />
through listening to and reading an essay. They will summarize<br />
<strong>the</strong>ir reading by drawing a picture, <strong>the</strong>n compose and<br />
answer questions regarding <strong>the</strong> assigned reading.<br />
Subjects<br />
Social Studies, Reading<br />
Social Science Standards<br />
History, Geography,<br />
Economics<br />
Objectives<br />
Students will:<br />
1. Listen to and read a<br />
story about <strong>the</strong> Apache<br />
people.<br />
2. Illustrate <strong>the</strong> contents<br />
of a reading assignment.<br />
3. Compose and answer<br />
questions related to<br />
assigned reading.<br />
Preparation<br />
Review and make 2<br />
copies of “The Story<br />
of <strong>the</strong> Apache People”<br />
(Master Pages 2.5 to<br />
2.6). Use one copy as a<br />
teacher reference. Cut <strong>the</strong><br />
o<strong>the</strong>r copy into six boxes,<br />
as defined by <strong>the</strong> text,<br />
that will serve as group<br />
reading assignments;<br />
Have available<br />
construction paper,<br />
pencils, markers, etc.<br />
Time<br />
Two 50 minute sessions<br />
Vocabulary<br />
Apache, ceremony, cradle,<br />
gowaa, Nde, reservation,<br />
wickiup.<br />
THE STORY OF THE<br />
APACHE PEOPLE<br />
1. Read aloud “The Story of<br />
<strong>the</strong> Apache People” on Master<br />
Pages 2.5-2.6 to <strong>the</strong> class.<br />
2. Review any new vocabulary<br />
words.<br />
3. Divide <strong>the</strong> class into six<br />
work groups of no more than<br />
four students, based on student<br />
reading ability with a strong<br />
reader in each group. Assign<br />
one reading paragraph cut out<br />
from Master Page 2.5 - 2.6 to<br />
each group to be read toge<strong>the</strong>r.<br />
Part 1<br />
4. Ask each work group to read<br />
<strong>the</strong>ir section of <strong>the</strong> story twice.<br />
5. Assign each group <strong>the</strong> task<br />
of creating an illustration<br />
depicting <strong>the</strong> contents of <strong>the</strong><br />
paragraph that <strong>the</strong>y read.<br />
6. Using <strong>the</strong> picture as a guide<br />
to paraphrase, have a member<br />
of each group present a brief<br />
summary of what <strong>the</strong>ir group<br />
read to <strong>the</strong> rest of <strong>the</strong> class.<br />
The Apache<br />
Page 2.3
LESSON 4 - THE STORY OF THE APACHE PEOPLE<br />
Part 2<br />
1. Model how to make a question with your<br />
students, reviewing basic question words<br />
such as who, what, when, where, why, etc.<br />
2. Maintaining <strong>the</strong> same groups as described<br />
in Part one, ask <strong>the</strong> groups to create one<br />
question about <strong>the</strong>ir selected reading. Ask<br />
a student-recorder to neatly write it on lined<br />
notebook paper.<br />
3. Rotate <strong>the</strong> student-recorded questions to<br />
<strong>the</strong> different groups allowing time for each<br />
group to answer before circulating. (For<br />
example, group two has group one’s question,<br />
group three has group two’s, etc.)<br />
4. Continue rotating questions until each<br />
group has answered all six questions. Have<br />
each group use <strong>the</strong>ir same answer sheet for<br />
all six questions.<br />
5. Make sure students write <strong>the</strong>ir team<br />
members’ names on <strong>the</strong>ir completed answer<br />
sheets and turn <strong>the</strong>m in.<br />
6. Evaluate your students by doing one or<br />
both of <strong>the</strong> following: a) collect and grade<br />
group papers, and/or b) select three to six of<br />
<strong>the</strong> student questions to prepare a quiz to be<br />
given to each student.<br />
ENRICHMENT<br />
- The “Apache <strong>Life</strong>” activity from <strong>the</strong> Encounters Fourth Grade Teachers’ Guide (page 6.1<br />
contains traditional stories, songs and games that can be easily adapted to second grade.<br />
It can be found in <strong>the</strong> Encounters Box (teachers’ resource box) at <strong>Santa</strong> <strong>Cruz</strong> County<br />
Schools, Pima County Libraries, or by request from Tumacácori <strong>National</strong> Historical<br />
<strong>Park</strong>.<br />
Page 2.4<br />
The Apache
LESSON 3 - THE STORY OF THE APACHE PEOPLE - MASTER PAGE 2.5<br />
THE STORY OF THE APACHE PEOPLE<br />
The Apache people came to Arizona about 400 years<br />
ago. They called <strong>the</strong>mselves "Nde," which means<br />
"People." They were hunters and farmers. In <strong>the</strong><br />
spring and summer, <strong>the</strong> Apaches moved and camped<br />
in <strong>the</strong> mountains. The men hunted deer, rabbits, and<br />
o<strong>the</strong>r wild animals. They started gardens of corn,<br />
beans, squash and tobacco and <strong>the</strong> women ga<strong>the</strong>red<br />
many wild plants like cactus fruit, acorns, and agave<br />
to eat. In winter when it became cold and <strong>the</strong> snow<br />
began to fall, <strong>the</strong> Apache people moved <strong>the</strong>ir camps to<br />
lower places to stay warm. The men still hunted and<br />
<strong>the</strong> women made clothing and bags out of animal<br />
skins.<br />
The Apache men had to know how to hunt for food,<br />
build houses, plant <strong>the</strong> gardens, harvest <strong>the</strong> crops, and<br />
protect and care for <strong>the</strong> family. The Apache women<br />
had to know how to plant gardens, look for wild<br />
plants, decide when <strong>the</strong> plants were ready to pick,<br />
cook <strong>the</strong> plants, save <strong>the</strong> leftovers, make baskets and<br />
pottery, make clothing and bags, make baby cradles<br />
from wood and deerskin, and care for <strong>the</strong> children.<br />
Apaches traded items with o<strong>the</strong>r tribes, like clay<br />
pots for cooking. The pots were made to cook food<br />
quickly in <strong>the</strong> fire so <strong>the</strong> sides would heat as fast as <strong>the</strong><br />
bottom. Extra food was dried so that it could be saved<br />
for a long time in large baskets made by <strong>the</strong> women.<br />
There were o<strong>the</strong>r kinds of baskets too. For carrying<br />
water, <strong>the</strong> women made a basket shaped like a bottle<br />
and <strong>the</strong>n covered <strong>the</strong> outside of it with pitch (sap)<br />
from a tree so that <strong>the</strong> water wouldn't leak out.<br />
The Apache<br />
Page 2.5
LESSON 3 - THE STORY OF THE APACHE PEOPLE - MASTER PAGE 2.6<br />
Ceremonies are an important part of Apache life.<br />
One beautiful and old tradition celebrates <strong>the</strong> time<br />
when a girl becomes a woman. The people are happy<br />
at <strong>the</strong> ceremony because it brings good luck to all who<br />
come. It also helps <strong>the</strong> girl to be healthy, to know her<br />
jobs as a woman, and to live a long life. During this<br />
special evening ceremony, <strong>the</strong>re is a mountain spirit<br />
dance in which dancers wear masks and large headdresses.<br />
They dance to drive away evil powers and<br />
bring good luck to all <strong>the</strong> people. They dance at o<strong>the</strong>r<br />
times as well as when needed to cure sickness or keep<br />
away disease.<br />
Long ago, <strong>the</strong> Apache people moved during certain<br />
times of <strong>the</strong> year and built different kinds of houses.<br />
The people who lived on <strong>the</strong> edge of <strong>the</strong> plains had<br />
tepees made of animal skins. The people who lived<br />
in <strong>the</strong> mountains made grass houses called "gowaa"<br />
or "wickiups." Houses in those days were used mostly<br />
for sleeping and storing things. Most of <strong>the</strong> cooking<br />
and o<strong>the</strong>r work was done outside.<br />
Today, some Apaches live in cities while o<strong>the</strong>rs still<br />
live on reservations. They often live with <strong>the</strong>ir families<br />
(mo<strong>the</strong>r, fa<strong>the</strong>r, children and sometimes aunts, uncles<br />
and grandparents), so <strong>the</strong>re are always plenty of people<br />
to do <strong>the</strong> work and someone to play with as well.<br />
Apache boys and girls go to school and help <strong>the</strong>ir families.<br />
Boys learn to ride horses and help with rounding<br />
up cattle or farming. Girls are taught how to be good<br />
wives and mo<strong>the</strong>rs. There are many Apaches living in<br />
Arizona today. Maybe someday, you will get a chance<br />
to visit Apache land and talk with <strong>the</strong> people.<br />
Page 2.6<br />
The Apache
4<br />
LESSON OVERVIEW<br />
Through participation in one or more activities, students will<br />
experience <strong>the</strong>ir local environment first-hand while learning<br />
about how <strong>the</strong> historical Apache people related to nature.<br />
Subjects<br />
Science, Social Studies<br />
THE APACHE WAY<br />
Science Standards<br />
Personal and Social<br />
Perspectives<br />
Objectives<br />
Students will:<br />
1. Describe personal experiences<br />
with <strong>the</strong> natural<br />
environment.<br />
2. Express <strong>the</strong>ir experience<br />
with nature through<br />
drawing or writing.<br />
Preparation<br />
Select a quiet area,<br />
preferably natural, or on<br />
<strong>the</strong> school playground<br />
to play <strong>the</strong> games. Read<br />
individual activities on<br />
pages 2.7 and 2.8.<br />
Time<br />
One or more 50 minute<br />
sessions.<br />
Instructions for each Activity<br />
Using <strong>the</strong> background<br />
information on pages 2.1<br />
and 2.2, discuss <strong>the</strong> Apache<br />
lifestyle and <strong>the</strong> importance<br />
of developing an intimate<br />
relationship with nature.<br />
Explain that <strong>the</strong> students<br />
will have <strong>the</strong> opportunity to<br />
develop skills similar to what<br />
<strong>the</strong> Apaches did when <strong>the</strong>y<br />
were young.<br />
1. Complete one or more of<br />
<strong>the</strong> following activities with<br />
your students.<br />
2. Upon completion of<br />
each activity, discuss<br />
personal experiences and<br />
<strong>the</strong> importance of observing<br />
nature as it relates to survival<br />
and science.<br />
3. Have students express <strong>the</strong>ir<br />
experiences<br />
through<br />
drawing or<br />
writing.<br />
Activity 1<br />
Sounds and Colors<br />
The Apaches’ keen relationship<br />
to <strong>the</strong> environment was<br />
heightened by observation and<br />
listening skills.<br />
Setting: A place where you<br />
and your students can sit<br />
quietly, as free from artificial<br />
sounds as possible.<br />
1. As a group, sit quietly<br />
in a place where natural<br />
sounds can be heard (birds,<br />
wind, etc.) Ask students to<br />
close <strong>the</strong>ir eyes and listen for<br />
natural sounds, counting each<br />
new sound on <strong>the</strong>ir fingers.<br />
How many different sounds<br />
were heard? Can students<br />
identify any sounds?<br />
2. Maintaining silence, repeat<br />
this process with eyes open<br />
and count <strong>the</strong><br />
colors <strong>the</strong>y see.<br />
How many<br />
true colors can<br />
<strong>the</strong>y find? How<br />
many shades of<br />
green? Blue?<br />
The Apache<br />
Page 2.7
LESSON 4 - THE APACHE WAY<br />
Activity 2<br />
Magic Spot<br />
During this activity, listening and observation<br />
skills are often heightened while<br />
spending intimate time alone in nature.<br />
Variations of Magic Spot are often referred<br />
to as a “Vision Quest” by many Native<br />
American cultures. It can last for many<br />
days and requires <strong>the</strong> participant to locate<br />
all necessary food, shelter and protection<br />
in order to survive.<br />
Setting: The Magic Spot activity can be<br />
done just about anywhere <strong>the</strong>re is nature.<br />
A lawn, grassy area, or decorative trees<br />
or shrubs are sufficient for a student to<br />
explore. If you have a large class with<br />
limited space, send only a few students at a<br />
time, extending <strong>the</strong> activity over time.<br />
1. Take your students out to a natural<br />
area. It may be a nearby park or forest, or<br />
it might be on <strong>the</strong> school grounds. Select<br />
and assign a place where each student<br />
can sit and observe nature, far enough<br />
away from o<strong>the</strong>r students so that each can<br />
remain alone and quiet, yet within teacher<br />
supervision. Have students sit for at least<br />
five minutes, observing <strong>the</strong> area. After a<br />
specific period of time, call all <strong>the</strong> students<br />
toge<strong>the</strong>r. Have <strong>the</strong>m draw a picture or<br />
write a poem about <strong>the</strong>ir magic spot. Back<br />
in <strong>the</strong> classroom, discuss and share individual<br />
experiences.<br />
Activity 3<br />
The Good Listener<br />
The Good Listener is a game also<br />
known as “Sleeping Miser” from Sharing<br />
Nature with Children by Joseph Cornell.<br />
This game requires good listening and<br />
coordination skills which were essential<br />
life-skills for <strong>the</strong> Apache.<br />
1. In preparation, collect a variety of<br />
objects that will serve as treasures. If you<br />
are outside, you may also use sticks and<br />
pine cones, etc.<br />
2. Select one person to be <strong>the</strong> “good<br />
listener.” Blindfold and have him or<br />
her sit quietly cross-legged. Place <strong>the</strong><br />
“treasures” within touching distance of <strong>the</strong><br />
selected student. His/her job is to protect<br />
<strong>the</strong> treasure by listening attentively for<br />
any intruders, (o<strong>the</strong>r students), and <strong>the</strong>n<br />
pointing to or touching anyone who tries<br />
to steal anything.<br />
3. Locate <strong>the</strong> rest of <strong>the</strong> students at a<br />
specific distance from <strong>the</strong> “listener.”<br />
Explain that <strong>the</strong>ir job is to walk as quietly<br />
as possible to try to get <strong>the</strong> “treasure”<br />
without getting caught (pointed at or<br />
touched). When <strong>the</strong> teacher says go, all<br />
students move at once. Once caught <strong>the</strong>y<br />
must sit down in a designated area for <strong>the</strong><br />
remainder of <strong>the</strong> round.<br />
4. The game is complete when ei<strong>the</strong>r all<br />
<strong>the</strong> students are caught, or else <strong>the</strong> treasure<br />
is gone.<br />
ENRICHMENT<br />
- The selected activities are taken primarily from <strong>the</strong> work of Joseph Cornell and o<strong>the</strong>r<br />
books as listed in <strong>the</strong> Resources section. However, <strong>the</strong>re are a myriad of activities dealing<br />
with learning about, observing, and appreciating nature. Explore your library and o<strong>the</strong>r<br />
educational resources to find and teach o<strong>the</strong>r appropriate activities.<br />
- Invite a representative from <strong>the</strong> Apache or Native American nations to talk about different<br />
ways <strong>the</strong>ir ancestors explored and learned about nature.
UNIT 3<br />
THE MEXICAN<br />
AMERICANS<br />
5<br />
FIESTA<br />
By creating a small fiesta in <strong>the</strong> classroon, students will gain a better<br />
understanding of Mexican-American culture. Fiesta activities<br />
include celebration, history, music and food.<br />
PAGE 3.5<br />
6<br />
A GIFT FROM PADRE KINO<br />
Through listening to a story and a matching activity, students will<br />
classify food items, compare and contrast "introduced" with "native"<br />
goods and discuss how <strong>the</strong>se foods both helped and hurt <strong>the</strong> Indians<br />
and <strong>the</strong> environment.<br />
PAGE 3.11
UNIT 3 - THE MEXICAN AMERICANS - TEACHER BACKGROUND INFORMATION<br />
The Spanish influence in<br />
present-day Arizona is<br />
tremendous. Beginning<br />
with <strong>the</strong> arrival of Fa<strong>the</strong>r<br />
Kino in 1691, o<strong>the</strong>r<br />
missionaries and settlers<br />
followed. Change was<br />
inevitable and Indian culture<br />
intermixed with Spanish<br />
and o<strong>the</strong>r Europeans to<br />
create a unique and rich<br />
culture. Close to Mexico,<br />
yet uniquely American, <strong>the</strong><br />
hispanic culture of Sou<strong>the</strong>rn<br />
Arizona celebrates ageold<br />
and colorful traditions<br />
which have been handed<br />
down from generation to<br />
generation.<br />
QUINCEAÑERA<br />
One such tradition is an<br />
important event known as a<br />
quinceañera, which celebrates<br />
<strong>the</strong> coming of age for a 15<br />
year old Mexican-American<br />
girl.<br />
Special religious<br />
importance is placed on<br />
this celebration. Starting<br />
with a solemn parade,<br />
one or more girls, clad in<br />
formal gowns, are escorted<br />
down <strong>the</strong> aisle of <strong>the</strong><br />
church followed by proud<br />
parents and god-parents.<br />
During <strong>the</strong> ceremony <strong>the</strong><br />
“quinceañera,” (as <strong>the</strong> girl<br />
is called throughout <strong>the</strong><br />
occasion), receives a medal<br />
representing her patron<br />
saint. She places white<br />
carnations before <strong>the</strong> statue<br />
of <strong>the</strong> Virgin Mary and<br />
receives <strong>the</strong> Eucharist and<br />
renews her vows. The<br />
ceremony concludes with<br />
<strong>the</strong> giving of gifts to parents,<br />
godparents and o<strong>the</strong>r<br />
sponsors.<br />
Depending on <strong>the</strong> family’s<br />
budget, <strong>the</strong> event may be<br />
as simple as attendance at<br />
Mass followed by a small<br />
birthday party, or it can<br />
be a formal affair with a<br />
champagne toast, a large<br />
tower cake, a live band, and<br />
dinner.<br />
In some cases, families will<br />
join resources in an event<br />
similar to what is known<br />
as a debutante party. In<br />
this event, a number of 15<br />
year old girls, toge<strong>the</strong>r with<br />
<strong>the</strong>ir escorts, ga<strong>the</strong>r toge<strong>the</strong>r<br />
at a ball. They also wear<br />
beautiful long white gowns.<br />
During <strong>the</strong> ceremony<br />
each girl is announced<br />
individually, given a single<br />
rose, and escorted to <strong>the</strong><br />
dance floor for her first<br />
dance.<br />
If economically possible,<br />
<strong>the</strong> quinceañera celebration<br />
is dedicated to only one<br />
girl. In this case, <strong>the</strong> family<br />
throws <strong>the</strong>ir own ball-type<br />
party. Again all <strong>the</strong> girls in<br />
attendance wear long formal<br />
gowns. For this party,<br />
<strong>the</strong> quinceañera chooses a<br />
male escort, and has as<br />
many damas (maidens) and<br />
chamberlánes (male escorts<br />
for <strong>the</strong> damas) as she wishes.<br />
The honored girl is given<br />
a formal Catholic Mass,<br />
which is attended by family<br />
and friends. After Mass, she<br />
<strong>the</strong>n attends a party in her<br />
honor. As in a wedding, she<br />
waits for all <strong>the</strong> guests to<br />
be seated before she enters<br />
but only after all <strong>the</strong> o<strong>the</strong>r<br />
members of her party have<br />
been formally introduced to<br />
<strong>the</strong> guests. The quinceañera<br />
first dances with her escort,<br />
<strong>the</strong>n with her fa<strong>the</strong>r, and<br />
finally with her godfa<strong>the</strong>r.<br />
The quinceañera has <strong>the</strong><br />
choice of opening her gifts<br />
at <strong>the</strong> party or in private.<br />
For many parents and<br />
relatives, <strong>the</strong> quinceañera<br />
celebration is a sacrifice of<br />
time and money but <strong>the</strong>y<br />
believe it is a stepping stone<br />
to building responsibility,<br />
spirituality and education.<br />
For <strong>the</strong> girl, however, it is a<br />
fun party as well as her riteof-passage<br />
into womanhood.<br />
The Mexican Americans Page 3.1
UNIT 3 - THE MEXICAN AMERICANS - TEACHER BACKGROUND INFORMATION<br />
DIECISEIS DE SEPTIEMBRE<br />
Mexico’s Independence Day<br />
is celebrated on September<br />
16th (dieciseis de septiembre).<br />
The holiday commemorates<br />
Fa<strong>the</strong>r Miguel Hidalgo’s<br />
“Grito de Dolores” (cry<br />
for freedom) from Spain<br />
in 1810. Fa<strong>the</strong>r<br />
Hidalgo was a priest<br />
instrumental in planning<br />
and executing <strong>the</strong> war<br />
against Spain. With<br />
him at its head, a small<br />
group of revolutionaries,<br />
mostly Indians, began<br />
<strong>the</strong> long struggle against<br />
<strong>the</strong> Spanish empire.<br />
El dieciseis de septiembre<br />
commemorates <strong>the</strong> night<br />
in 1810 when Hildalgo,<br />
made his famous cry<br />
from <strong>the</strong> church tower<br />
in Queretaro, located<br />
northwest of present-day<br />
Mexico City.<br />
The celebrations begin on<br />
<strong>the</strong> night of <strong>the</strong> 15th with<br />
<strong>the</strong> ringing of church bells<br />
and Hidalgo’s cry “Viva<br />
Mexico! Viva la Virgin de<br />
Guadalupe!” It continues<br />
throughout <strong>the</strong> night and<br />
<strong>the</strong> following day, including<br />
receptions, banquets,<br />
music, dances, parades,<br />
cockfights, bullfights, horse<br />
races, baseball games, and<br />
fireworks.<br />
For years <strong>the</strong>re had been<br />
dissatisfaction among <strong>the</strong><br />
Mexican-born Spaniards,<br />
wealthy and poor alike.<br />
Only those born in Spain<br />
and of noble blood could<br />
hold office. In o<strong>the</strong>r<br />
words, all government<br />
was ultimately ruled by<br />
<strong>the</strong> Spanish. Throughout<br />
Mexico, churches held small<br />
community meetings under<br />
<strong>the</strong> pretense of “literary<br />
clubs,” to plan a revolt. The<br />
date was set for December<br />
8, but <strong>the</strong> plans for <strong>the</strong><br />
revolt leaked to authorities.<br />
Arrests were made and<br />
word spread to rebel leaders<br />
Ignacio Allende and Fa<strong>the</strong>r<br />
Hidalgo. They decided<br />
to strike immediately and<br />
Hidalgo climbed into <strong>the</strong><br />
church tower, rang <strong>the</strong><br />
bells and cried his famous<br />
grito. The struggle was long<br />
and fierce, resulting in <strong>the</strong><br />
capture and execution of<br />
both Allende and Hidalgo a<br />
year later. O<strong>the</strong>rs <strong>the</strong>n took<br />
up <strong>the</strong> call.<br />
Eleven years later in 1821,<br />
an officer in <strong>the</strong> Royalist<br />
Army, Lieutenant Agustín<br />
de Iturbide, joined <strong>the</strong> rebel<br />
cause. He brought many<br />
o<strong>the</strong>r soldiers with him and<br />
won <strong>the</strong> last decisive battle.<br />
The flag of Mexico flew for<br />
<strong>the</strong> first time over <strong>the</strong> capital<br />
with Iturbide as <strong>the</strong> new<br />
ruler.<br />
CINCO DE MAYO<br />
One of <strong>the</strong> major<br />
fiestas patrias (patriotic<br />
holidays) is cinco de mayo<br />
(fifth of May). On this<br />
date in 1862, an elite<br />
invading French army<br />
was defeated at <strong>the</strong><br />
city of Puebla by only<br />
4,000 Mexican soldiers<br />
led by General Ignacio<br />
Seguin Zaragosa, one<br />
of Mexico’s most famous<br />
leaders.<br />
Mexico had suffered through<br />
incompetent leadership<br />
and civil wars since its<br />
independence from Spain<br />
in 1821. Mexico lost half<br />
of its territory, including<br />
Texas, during <strong>the</strong> Mexican-<br />
American War (1846-1848).<br />
The country was deeply<br />
in debt to France, Spain<br />
and England after <strong>the</strong> war.<br />
Conservative monarchists<br />
conspired with Napoleon<br />
III of France to create and<br />
place an Emperor on <strong>the</strong><br />
Mexican throne.<br />
Page 3.2<br />
The Mexican Americans
UNIT 3 - THE MEXICAN AMERICANS - TEACHER BACKGROUND INFORMATION<br />
Although <strong>the</strong> Mexicans<br />
won <strong>the</strong> battle at Puebla on<br />
May 5, 1862, <strong>the</strong> French<br />
were triumphant. President<br />
Benito Juarez fled north<br />
and continued <strong>the</strong> struggle<br />
from <strong>the</strong>re. Maximillian<br />
of Austria was crowned<br />
Emperor of Mexico in 1864.<br />
Maximillian, however, was<br />
short lived. The French<br />
were defeated, and he was<br />
executed in 1867.<br />
A young war hero, Brigadier<br />
General Porfirio Diaz,<br />
succeeded Juarez and<br />
remained president until<br />
1911. It was sometime<br />
during <strong>the</strong> latter part of<br />
<strong>the</strong> Mexican Revolution<br />
(1919-1920) that cinco de<br />
mayo became an important<br />
patriotic holiday.<br />
Although <strong>the</strong> French<br />
remained in power for<br />
just a short time, cinco de<br />
mayo became a symbol<br />
of Mexico’s victory over<br />
European imperialism.<br />
Celebrations for this<br />
holiday are similar to those<br />
for dieciseis de septiembre,<br />
including fiestas, dances, and<br />
fireworks. Throughout <strong>the</strong><br />
United States and Mexico it<br />
is a celebration of Mexican<br />
pride and heritage.<br />
The Mexican Americans Page 3.3
5<br />
LESSON OVERVIEW<br />
By creating a small fiesta in <strong>the</strong> classroon, students will gain<br />
a better understanding of Mexican-American culture. Fiesta<br />
activities include celebration, history, music and food.<br />
Subjects<br />
Social Studies, Art, and<br />
Music.<br />
Social Studies Standards<br />
History<br />
Objectives<br />
Students will:<br />
1.Compare various<br />
Mexican cultural<br />
activities.<br />
2. Compose at least one<br />
Mexican saying.<br />
Preparation<br />
Create a Mexican<br />
atmosphere in class:<br />
decorating with paper<br />
flowers and crepe paper.<br />
Select stories and dichos<br />
from Mexican traditions<br />
(Page 3.6) and ga<strong>the</strong>r<br />
ingredients for traditional<br />
Mexican foods and drink<br />
(Pages 3.7) Ga<strong>the</strong>r yarn<br />
and craft sticks for craft<br />
activity (Pages 3.8 - 3.9)<br />
Time<br />
One or more 50 minute<br />
sessions.<br />
Vocabulary<br />
Banderolas, Cinco de<br />
mayo, dicho, Dieciseis de<br />
septiembre, fiesta, grito<br />
Hold a Fiesta!<br />
Choose a birthday party or<br />
one of <strong>the</strong> events listed in<br />
<strong>the</strong> Teacher Background<br />
Information on pages 3.1 -<br />
3.3 for a <strong>the</strong>me. If possible,<br />
work with your students<br />
to decorate <strong>the</strong> room with<br />
paper flowers, piñatas,<br />
crepe paper or o<strong>the</strong>r<br />
materials in preparation<br />
for <strong>the</strong> fiesta. (See <strong>the</strong><br />
bibliography for more<br />
ideas.)<br />
As part of <strong>the</strong> fiesta, use one<br />
or more of <strong>the</strong> following<br />
activities to give students a<br />
first-hand experience of <strong>the</strong><br />
Mexican-American culture.<br />
FIESTA<br />
Activity 1<br />
Dichos (Sayings)<br />
In all societies, language reflects<br />
cultural values. Dichos (sayings)<br />
are commonly used among<br />
Mexican-American people.<br />
1. Share some common sayings<br />
with your class such as “You<br />
will reap what you sow,” “An<br />
apple a day keeps <strong>the</strong> doctor<br />
away,” or “Patience is <strong>the</strong><br />
medicine of <strong>the</strong> world.”<br />
2. Introduce <strong>the</strong> idea that<br />
“sayings” are not exclusive<br />
to English, but exist in o<strong>the</strong>r<br />
cultures. Read and discuss <strong>the</strong><br />
following dichos.<br />
Hay que aprender a perder<br />
antes de saber jugar.<br />
One must learn how to lose<br />
before learning how to play.<br />
Una onza de alegria vale mas<br />
que una onza de oro.<br />
An ounce of gladness is worth<br />
more than an ounce of gold.<br />
El sol es la cobija del pobre.<br />
The sun is <strong>the</strong> blanket of <strong>the</strong><br />
poor.<br />
The Mexican Americans<br />
Page 3.5
LESSON 5 - FIESTA<br />
3. Complete <strong>the</strong> Sentence!<br />
Write <strong>the</strong> following incomplete sayings<br />
on <strong>the</strong> board and ask your students to<br />
complete <strong>the</strong>m. Review and discuss.<br />
A penny saved is _____________________.<br />
You can lead a horse to water but _______<br />
_____________________________.<br />
Birds of a fea<strong>the</strong>r _______________.<br />
My _________ is your ___________.<br />
Don’t cry over _______________________.<br />
Don’t put <strong>the</strong> _______ before <strong>the</strong> _______.<br />
If <strong>the</strong> shoe fits ____________________.<br />
Do unto o<strong>the</strong>rs as you would have o<strong>the</strong>rs<br />
____________________________________.<br />
Activity 2<br />
Cuentos (Stories)<br />
A fiesta might end around a fire with <strong>the</strong><br />
grandparents chatting and sharing tales like<br />
<strong>the</strong> one that follows. Read and discuss <strong>the</strong><br />
following traditional tale with your class.<br />
THE CHICKEN DINNER<br />
It was a wet and muggy day and many<br />
travelers were looking for a place where<br />
<strong>the</strong>y might stay <strong>the</strong> night. One such<br />
traveler began talking with a farmer and<br />
discussing <strong>the</strong> wea<strong>the</strong>r.<br />
Seeing that it would rain, <strong>the</strong> farmer took<br />
pity on <strong>the</strong> traveler, and even though he<br />
already had two guests, he invited him to<br />
dinner.<br />
The traveler entered <strong>the</strong> kitchen just as <strong>the</strong><br />
farmer’s wife was setting <strong>the</strong> table. “Since<br />
you are my last guest,” commented <strong>the</strong><br />
farmer to <strong>the</strong> newcomer, “you may have <strong>the</strong><br />
honor of serving <strong>the</strong> meal.”<br />
The young traveler looked at <strong>the</strong> feast and<br />
couldn’t remember when he last saw such<br />
a meal. The chicken was baked just right,<br />
with gravy, potatoes and a bowl full of<br />
fresh vegetables. He took out <strong>the</strong> carving<br />
knife and set to work, dividing <strong>the</strong> chicken<br />
in <strong>the</strong> following manner.<br />
“The head of this bird should go, of course,<br />
to <strong>the</strong> head of <strong>the</strong> family” and he placed<br />
<strong>the</strong> head of <strong>the</strong> chicken on <strong>the</strong> farmer’s<br />
plate.<br />
“The neck of <strong>the</strong> fine animal <strong>the</strong>n goes<br />
to <strong>the</strong> one who supports <strong>the</strong> head of <strong>the</strong><br />
family” and he carefully placed <strong>the</strong> neck on<br />
<strong>the</strong> farmer’s wife’s plate.<br />
Looking at <strong>the</strong> daughter he said, “And for<br />
this lovely maiden who is now almost an<br />
adult, and her bro<strong>the</strong>r who must start his<br />
own farm and family soon because both are<br />
to fly away, <strong>the</strong>y shall receive <strong>the</strong> wings.”<br />
“As for my fellow travelers,” he went on,<br />
“I notice that <strong>the</strong> one on my left is rubbing<br />
his leg and needs a little support for his<br />
journey.” A leg was put on <strong>the</strong> traveler’s<br />
plate. “And for <strong>the</strong> one on my right,<br />
because he has been traveling so far and<br />
long, he should have <strong>the</strong> o<strong>the</strong>r.” The o<strong>the</strong>r<br />
leg was dished out.<br />
“Praise be to God,” he <strong>the</strong>n stated “That<br />
leaves what little bit is left for myself. . . .”<br />
And with a big smile on his face he placed<br />
<strong>the</strong> rest of <strong>the</strong> fat, plump, juicy chicken on<br />
his own plate!<br />
Page 3.6<br />
The Mexican Americans
LESSON 5 - FIESTA<br />
Activity 3<br />
Music<br />
Teach and sing Las Mañanitas, <strong>the</strong> Mexican<br />
birthday song, to your class. A copy of<br />
<strong>the</strong> music is found on Master Page 3.10.<br />
Many recordings are also available.<br />
Traditionally <strong>the</strong> song is sung to <strong>the</strong><br />
birthday person as an early morning<br />
wake-up call on <strong>the</strong>ir birthday, but it can<br />
be sung anytime. Try taking it to o<strong>the</strong>r<br />
classes and/or make it part of your regular<br />
birthday celebrations.<br />
Activity 4<br />
Drink<br />
Traditionally, Champurro (Mexican hot<br />
chocolate) is made of chocolate blended<br />
with sugar, cinnamon, and occasionally<br />
ground almonds. It is made frothy by<br />
beating it with a molinillo (a special carved,<br />
wooden beater). You may get similar<br />
results using a hand or portable mixer.<br />
If you have any students of Hispanic<br />
heritage, see if a parent or relative might be<br />
willing to bring some traditional Champurro<br />
to <strong>the</strong> class fiesta. A simplified version of<br />
instant hot chocolate and cinnamon could<br />
be used as an alternative.<br />
Activity 5<br />
Food<br />
What would a fiesta be without food?<br />
Turn your classroom into a kitchen and<br />
make a traditional Mexican-American<br />
snack:<br />
Ingredients:<br />
SALSA AND CHIPS<br />
Tomatoes (diced)<br />
Cilantro (finely chopped)<br />
Onions (finely chopped)<br />
Garlic (minced)<br />
Green chilies (finely<br />
minced)<br />
Mix ingredients toge<strong>the</strong>r and add<br />
salt and pepper to taste. Bring<br />
out a bag of tortilla chips and<br />
watch it disappear.<br />
The Mexican Americans<br />
Page 3.7
LESSON 5 - FIESTA<br />
God’s Eyes<br />
Background Information<br />
The God’s Eyes, also known as Ojos de<br />
Dios is a traditional craft that comes from<br />
<strong>the</strong> Huichol Tribe of <strong>the</strong> Sierra Madre<br />
Mountains, Mexico. They were thought<br />
of as <strong>the</strong> eye through which God would<br />
see <strong>the</strong> person asking for health and<br />
long life for <strong>the</strong>ir children. God’s Eyes<br />
represent <strong>the</strong> four cardinal directions<br />
(north, south, east, and west) often<br />
referred to in Native American lore. Ojos<br />
de Dios in no way represent <strong>the</strong> cross in<br />
Christianity! The reference to “God”<br />
refers to <strong>the</strong> indigenous belief in nature<br />
spirits or Gods.<br />
O<strong>the</strong>r than in <strong>the</strong> Huichol Tribe, God’s<br />
Eyes are only found in Chilean and<br />
Tibetan cultures.<br />
According to tradition, when a child<br />
is born, <strong>the</strong> center eye is woven by<br />
<strong>the</strong> fa<strong>the</strong>r. Then every following year<br />
ano<strong>the</strong>r “eye” is added to each of <strong>the</strong><br />
four directions until <strong>the</strong> child reaches <strong>the</strong><br />
age of five.<br />
Today, God’s Eyes are considered<br />
a traditional craft throughout Latin<br />
America.<br />
Activity 6<br />
God’s Eyes<br />
1. Using <strong>the</strong> information from <strong>the</strong><br />
previous description of God’s Eyes,<br />
briefly introduce <strong>the</strong> history and present<br />
day uses of <strong>the</strong> craft.<br />
2. Model how to make a God’s Eye<br />
using <strong>the</strong> instructions on Master Page<br />
3.9.<br />
3. Pass out materials to <strong>the</strong> class and<br />
help students with <strong>the</strong> step by step<br />
process as needed.<br />
ENRICHMENT<br />
- Check local recipe books for o<strong>the</strong>r culinary treats.<br />
- Contact <strong>the</strong> Pimería Alta Historical Society in Nogales or <strong>the</strong> Arizona Historical<br />
Society in Tucson for information about special Mexican-American events.<br />
- Have your students memorize and recite <strong>the</strong> dichos (sayings) in ei<strong>the</strong>r English or<br />
Spanish. Ask <strong>the</strong>m to create <strong>the</strong>ir own dicho.<br />
- God’s Eyes can be expanded to include more than two sticks to make multi-sided or<br />
circular patterns, etc. Experiment with different sized designs and colors.<br />
Page 3.8<br />
The Mexican Americans
LESSON 5 - FIESTA - MASTER PAGE 3.9<br />
Cross two sticks in <strong>the</strong> middle<br />
and glue <strong>the</strong>m toge<strong>the</strong>r.<br />
Figure 1<br />
Tie <strong>the</strong> yarn in a knot around<br />
“A” <strong>the</strong>n wind it once around<br />
“B.” Proceed in <strong>the</strong> same<br />
manner with “C” and “D.”<br />
Figure 2<br />
Continue in this manner until<br />
you wrap <strong>the</strong> yarn, over and<br />
over, around each stick.<br />
Figure 3<br />
When complete, tie a knot at <strong>the</strong><br />
end of <strong>the</strong> yarn and tuck it in.<br />
Figure 4<br />
The Mexican Americans<br />
Page 3.9
LESSON 5 - FIESTA - MASTER PAGE 3.10<br />
Page 3.10<br />
The Mexican Americans
6<br />
LESSON<br />
OVERVIEW<br />
Through listening to a story and by doing a matching activity,<br />
students will classify food items, compare and contrast introduced<br />
versus native foods and discuss how <strong>the</strong>se foods both<br />
helped and hurt <strong>the</strong> Indians and <strong>the</strong> environment.<br />
Subjects<br />
Languge Arts, Science<br />
and Social Studies<br />
Social Studies Standards<br />
History<br />
Science Standards<br />
Science as Inquiry,<br />
Personal and Social,<br />
Perspectives in Science<br />
Objectives<br />
Students will:<br />
1. Compare and contrast<br />
historical with present-day<br />
items.<br />
2. Classify native versus<br />
introduced food items.<br />
3. Discuss positive and<br />
negative implications of<br />
introduced goods.<br />
Preparation<br />
Make copies of Master<br />
Page 3.12, one per two<br />
students (to later be<br />
divided in half); Review<br />
and make a working copy<br />
of A Gift from Padre Kino<br />
on Page 3.13, and copies<br />
of Master Pages 3.14<br />
for each student.<br />
Time<br />
One 50 minute session<br />
Vocabulary<br />
Crops, introduced,<br />
mission, new world,<br />
O’odham, rodents, settlers<br />
1. Hand out and have each<br />
student complete Master<br />
Page 3.12, (one page per two<br />
students). Once completed,<br />
correct and discuss <strong>the</strong> results.<br />
How are traditional foods<br />
different from those of today?<br />
What was required to prepare<br />
foods in contrast to today?<br />
Would students like to live on only<br />
traditional foods? Etc.<br />
2. Read aloud to <strong>the</strong> class<br />
“Spanish Gifts” on Page 3.13.<br />
Review <strong>the</strong> contents checking<br />
for student retention and<br />
understanding.<br />
3. Brainstorm and list on<br />
<strong>the</strong> board “Native” versus<br />
“Introduced” foods.<br />
A GIFT FROM<br />
FATHER KINO<br />
4. Hand out and have students<br />
complete “Who Brought<br />
What?” on <strong>the</strong> top half of<br />
Master Page 3.14. Review<br />
answers.<br />
5. Introduce and discuss<br />
<strong>the</strong> concept of helpful<br />
versus harmful in relation to<br />
introduced products.<br />
6. Ask students to complete<br />
“Helpful or Harmful” on <strong>the</strong><br />
bottom half of Master Page<br />
3.14.<br />
7. Hold a general discussion<br />
about <strong>the</strong> positive and negative<br />
consequences of Spanish<br />
imported items. Expand<br />
it to include effects on <strong>the</strong><br />
environment in addition to<br />
human lives and cultures.<br />
Teacher Key to "Who Brought What?"<br />
Native Americans brought = agave, avocados, beans, coaoa, corn, devil’s claw, mesquite,<br />
onions, potatos, prickly pear, pumpkin, squash, sweet potatoes, turkey.<br />
ENRICHMENT<br />
- Many of <strong>the</strong> things we eat today are combinations of<br />
native versus introduced foods. Create a menu with at least<br />
three dishes, each using one or more native or introduced<br />
ingredients.<br />
For Example:<br />
Wheat (Introduced) + Cocoa (Native) = Chocolate Cake<br />
The Mexican Americans<br />
Page 3.11
LESSON 6 - A GIFT FROM FATHER KINO - MASTER PAGE F<br />
Yesterday and Today<br />
The O'odham did not have grocery stores and had<br />
to hunt, ga<strong>the</strong>r, and farm for <strong>the</strong>ir food. Can you<br />
harvest enough traditional food for dinner? Place<br />
O'odham food items in <strong>the</strong> basket by drawing a<br />
line as shown below<br />
Yesterday and Today<br />
The O'odham did not have grocery stores and had<br />
to hunt, ga<strong>the</strong>r, and farm for <strong>the</strong>ir food. Can you<br />
harvest enough traditional food for dinner? Place<br />
O'odham food items in <strong>the</strong> basket by drawing a<br />
line as shown below<br />
Page 3.12<br />
The Mexican Americans
LESSON 6 - A GIFT FROM FATHER KINO - MASTER PAGE F<br />
A GIFT FROM FATHER KINO<br />
The O’odham or Pima people lived along <strong>the</strong> <strong>Santa</strong> <strong>Cruz</strong> <strong>River</strong>. They were farmers who<br />
used <strong>the</strong> river to water crops of corn, squash, beans and cotton. They collected local plants<br />
such as mesquite, devil’s claw, and cactus. They also hunted rodents, birds, deer and<br />
mountain sheep.<br />
Their lives depended on <strong>the</strong> river. A bad year might bring a flood or a drought that killed<br />
<strong>the</strong>ir crops. Sometimes it would get very cold in <strong>the</strong> winter and <strong>the</strong> plants would freeze.<br />
That meant <strong>the</strong>y could not grow food in <strong>the</strong> winter and had to rely on hunting and<br />
ga<strong>the</strong>ring food. After time, cotton made <strong>the</strong> soil unusable and nothing would grow.<br />
The O’odham heard about how Fa<strong>the</strong>r Kino was kind, generous and very smart, so<br />
<strong>the</strong>y invited him to <strong>the</strong> village of Tumacácori. He spoke to <strong>the</strong>m about a new God and<br />
gave <strong>the</strong>m gifts such as colorful beads, sheep, horses, cattle and a plant called “wheat”<br />
that grew in <strong>the</strong> winter. He also brought lots of o<strong>the</strong>r good things to eat like sugar, oats,<br />
olives, grapes, pork, cabbage, barley, and beets. The people liked Fa<strong>the</strong>r Kino and asked<br />
him to stay, so he built a mission where <strong>the</strong> Indians could learn about and practice <strong>the</strong>ir<br />
new life. Fa<strong>the</strong>r Kino never lived in Tumacácori but he visited <strong>the</strong> village, each time<br />
coming with new gifts and ideas.<br />
Gifts brought by Fa<strong>the</strong>r Kino, o<strong>the</strong>r priests, and <strong>the</strong> early settlers changed <strong>the</strong> way <strong>the</strong><br />
O’odham lived. Because <strong>the</strong>y could plant wheat and raise cattle and o<strong>the</strong>r animals in<br />
<strong>the</strong> winter, it meant that <strong>the</strong> people did not need to move around as much in search of<br />
wild foods or to go on long hunts. They could grow new foods like beets, grapes, and<br />
sugarcane; and animals such as cattle, sheep and pigs gave <strong>the</strong>m plenty of meat. New<br />
World inventions such as metal knives and digging tools also made <strong>the</strong>ir work easier.<br />
Many of <strong>the</strong> changes were good, however, <strong>the</strong> introduced items brought a new set of<br />
problems to <strong>the</strong> people and <strong>the</strong>ir environment. More people lived in larger villages and<br />
needed to be fed. Instead of hunting during <strong>the</strong> winter <strong>the</strong>y planted crops all year long.<br />
If <strong>the</strong>y didn’t hunt enough game and those crops failed, <strong>the</strong>y might not have enough to<br />
eat. The cows ate some kinds of grass and left o<strong>the</strong>rs, so after awhile <strong>the</strong> best grasslands<br />
were gone, leaving grasses that even <strong>the</strong> cows wouldn’t eat.<br />
The worst change came from diseases. Without knowing it, <strong>the</strong> new settlers brought<br />
sickness and disease to <strong>the</strong> Indians. Smallpox, measles, influenza, malaria and o<strong>the</strong>r<br />
diseases sometimes killed hundreds of people.<br />
The Mexican Americans<br />
Page 3.13
LESSON 6 - A GIFT FROM FATHER KINO - MASTER PAGE F<br />
WHO BROUGHT WHAT?<br />
Listed below are goods that were exchanged between <strong>the</strong> Native Americans and <strong>the</strong><br />
missionaries. Can you decide who brought what? Circle all of <strong>the</strong> things which came from<br />
<strong>the</strong> missionaries. Underline those that were used by <strong>the</strong> Native Americans throughout <strong>the</strong><br />
Americas before <strong>the</strong> Europeans came.<br />
Example: Rice = Spanish Avocado = Indian<br />
Agave Corn Pigs Sugar<br />
Avocados Devil's Claw Pineapple Tomatoes<br />
Bananas Grapes Potatoes Turkey<br />
Barley Horses Prickly Pear Vanilla<br />
Beans Mesquite Pumpkins<br />
Beets Oats Rice<br />
Cabbage Olives Squash<br />
Cattle Onions Sheep<br />
Cocoa Peanuts Sweet Potatoes<br />
HELPFUL OR HARMFUL?<br />
The European settlers introduced <strong>the</strong> Native Americans to many new ideas and objects,<br />
some good and some not so good. Can you tell which ones were helpful and which were<br />
harmful? Draw a line between each thing <strong>the</strong>y brought and <strong>the</strong> description of how each<br />
item helped or hurt <strong>the</strong> O’odham.<br />
(Hint: <strong>the</strong>re may be more than one answer.)<br />
Disease<br />
Vegetables<br />
Cattle<br />
Grapes<br />
Sugar<br />
Horses<br />
Wheat<br />
Example<br />
Makes good wine.<br />
Tastes great but not too good for you.<br />
Unwanted plants came from this fruit.<br />
A permanent source of food.<br />
Lots of people died from this.<br />
Better than walking!<br />
Ate too much grass.<br />
Provided variety to <strong>the</strong>ir diet.<br />
Page 3.14<br />
The Mexican Americans
UNIT 4<br />
TREE OF LIFE<br />
7<br />
DRESS A TREE<br />
Students will participate in an art activity in which <strong>the</strong>y will learn<br />
about different parts of a mesquite tree, <strong>the</strong>ir functions and uses.<br />
PAGE 4.5<br />
8<br />
MESUITE<br />
HOUSE<br />
Students will learn about <strong>the</strong> inhabitants of, and <strong>the</strong>ir relationship<br />
to, a mesquite tree while participating in a cut-and-paste craft<br />
activity.<br />
PAGE 4.9
UNIT 4 - TREE OF LIFE - TEACHER BACKGROUND INFORMATION<br />
PARTS OF A MESQUITE<br />
In <strong>the</strong> <strong>Santa</strong> <strong>Cruz</strong> Valley,<br />
<strong>the</strong> mesquite is <strong>the</strong><br />
dominant species found<br />
bordering <strong>the</strong> river corridor.<br />
Native to <strong>the</strong> area, <strong>the</strong><br />
mesquite provides habitat<br />
for a myriad of animals. It<br />
also played an essential role<br />
in sustaining life among<br />
<strong>the</strong> early O’odham and<br />
o<strong>the</strong>r people living in <strong>the</strong><br />
area.<br />
The basic botanical<br />
parts and functions<br />
of a mesquite tree are<br />
identical to that of any<br />
tree. The roots are <strong>the</strong><br />
main support for <strong>the</strong> tree.<br />
They can reach a depth<br />
of 200 feet, depending on<br />
water level, soil conditions,<br />
and strong winds. The<br />
roots also function as <strong>the</strong><br />
mouth of a tree. With<br />
<strong>the</strong> help of microrizoi<br />
fungus, <strong>the</strong>y take in water<br />
and nutrients that are<br />
transported up through <strong>the</strong><br />
trunk to <strong>the</strong> leaves.<br />
The function of <strong>the</strong><br />
trunk is to support <strong>the</strong><br />
branches and leaves while<br />
conducting food and<br />
water upward. The center<br />
of <strong>the</strong> trunk is called<br />
heartwood. It is essentially<br />
dead wood that provides<br />
support, and allows <strong>the</strong><br />
conduction of water and<br />
nutrients. Surrounding <strong>the</strong><br />
heartwood is <strong>the</strong> sapwood<br />
or xylem cells, essential<br />
for transporting water and<br />
nutrients up <strong>the</strong> tree. A<br />
thin, cell building cambium<br />
layer, is sandwiched<br />
between <strong>the</strong> sapwood<br />
and yet ano<strong>the</strong>r layer<br />
called phloem, which is<br />
responsible for transporting<br />
photosyn<strong>the</strong>sized sugar<br />
down from <strong>the</strong> leaves<br />
to sustain o<strong>the</strong>r parts of<br />
<strong>the</strong> tree. The final layer is<br />
<strong>the</strong> bark, essentially dead<br />
phloem cells that serve to<br />
protect <strong>the</strong> tree, similar to<br />
<strong>the</strong> way our skin protects us.<br />
The branches support <strong>the</strong><br />
leaves, flowers, and fruit<br />
while also transporting<br />
water and nutrients. In<br />
many cases <strong>the</strong>y can get<br />
almost as large as <strong>the</strong> trunk,<br />
spreading as wide as <strong>the</strong><br />
tree is tall.<br />
The mesquite tree produces<br />
an oblong bean pod, about<br />
eight inches in length.<br />
Regardless of heat, drought,<br />
or cold, each year a mature<br />
mesquite tree can produce<br />
more than 35 pounds of<br />
fruit, (about 140,000 seeds).<br />
It takes a number of years<br />
for germination to take<br />
place because <strong>the</strong> bean is<br />
so hard. However, it can<br />
germinate in one season if it<br />
passes through <strong>the</strong> stomach<br />
of a ruminant. This means<br />
that domestic livestock such<br />
as cows and sheep help<br />
<strong>the</strong> germination process by<br />
spreading <strong>the</strong> seeds from<br />
place to place. O<strong>the</strong>rwise<br />
<strong>the</strong> seeds might lie on <strong>the</strong><br />
ground for years, subject<br />
to infestation from insects.<br />
Many ranchers consider<br />
<strong>the</strong> mesquite to be a weed<br />
and have tried to eradicate<br />
<strong>the</strong> tree.<br />
A mesquite flower is tiny<br />
and only a few millimeters<br />
in size. The many flowers<br />
grow clustered toge<strong>the</strong>r in<br />
a long yellow bloom, one<br />
to three inches in length.<br />
They blossom from April<br />
through June. Only a few<br />
of <strong>the</strong> many flowers in each<br />
bloom will produce fruit<br />
which will eventually turn<br />
into bean pods. The flowers<br />
are visited and pollinated by<br />
flies, wasps, and over sixty<br />
varieties of bees.<br />
The leaf of <strong>the</strong> mesquite<br />
tree is compound with<br />
many leaflets. They are<br />
small in order to conserve<br />
energy and water. The<br />
leaves provide shade during<br />
<strong>the</strong> hot summer months and<br />
fall off in winter. The fallen<br />
leaves <strong>the</strong>n provide nutrientrich<br />
ground cover.<br />
Tree of <strong>Life</strong> Page 4.1
UNIT 4 - TREE OF LIFE - TEACHER BACKGROUND INFORMATION<br />
ETHNOBOTANY<br />
(How people used <strong>the</strong> Mesquite)<br />
Today, as in <strong>the</strong> past, <strong>the</strong><br />
O’odham people grind <strong>the</strong><br />
mesquite beans into a mealy<br />
flour. It is sweet, high in<br />
protein, and can be made into<br />
bread. Pods are traditionally<br />
ga<strong>the</strong>red dry and toasted just<br />
before <strong>the</strong> summer rains. The<br />
flour is <strong>the</strong>n fried or baked into<br />
tortillas, breads, and cakes.<br />
Most southwestern tribes used<br />
all parts of <strong>the</strong> mesquite tree.<br />
The trunk and stems were<br />
used for making bowls, balls,<br />
planting sticks, awls, war clubs,<br />
trays, cradles, and firewood.<br />
Roots were used as a type of<br />
string. The O’odham built a<br />
Ki or traditional house made<br />
out of mesquite logs, ocotillo,<br />
mud, and o<strong>the</strong>r local materials.<br />
The black gum or tar can be<br />
dissolved to make a tea for<br />
head and stomach-aches. It<br />
can also be topically used as a<br />
cure for sunburn or o<strong>the</strong>r burns.<br />
Cosmetically, it was used as a<br />
form of chapstick or hair-dye. It<br />
was also used for pottery paint<br />
by boiling <strong>the</strong> resin.<br />
Today, people still use <strong>the</strong><br />
mesquite for medicinal purposes<br />
but it is more commonly used as<br />
firewood for grilling steaks and<br />
flavoring o<strong>the</strong>r foods.<br />
MESQUITE AS HABITAT<br />
The mesquite tree is found<br />
in washes of <strong>the</strong> <strong>Santa</strong><br />
<strong>Cruz</strong> <strong>River</strong> Valley, on<br />
bottomlands, mesas, and<br />
sandy flats of <strong>the</strong> desert<br />
at elevations below 3,000<br />
feet, and between 4,000<br />
and 5,000 feet in <strong>the</strong><br />
desert grasslands. The<br />
mesquite, a survivor, has<br />
adapted to <strong>the</strong> desert<br />
while providing a home or<br />
habitat for many animals.<br />
Page 4.2<br />
Tree of <strong>Life</strong>
UNIT 4 - TREE OF LIFE - TEACHER BACKGROUND INFORMATION<br />
GIANT MESQUITE BUG<br />
(1,5).<br />
One of <strong>the</strong> flashiest insects<br />
around is <strong>the</strong> Giant<br />
Mesquite Bug.The colorful<br />
adult can be two inches<br />
long, reddish-brown with<br />
yellow markings on <strong>the</strong><br />
forewings, and have patterns<br />
that resemble a design<br />
found on a flag. The bug<br />
feeds exclusively off <strong>the</strong><br />
mesquite by sucking up<br />
plant juices.<br />
PRAYING MANTIS (1,2,4,5).<br />
Among <strong>the</strong> well-known<br />
predatory insects is <strong>the</strong><br />
Praying-Mantis. The desert<br />
species is well camouflaged<br />
and comes out in a desert<br />
soil brown, green, yellow,<br />
or tan. It uses <strong>the</strong> mesquite<br />
tree for a place to lay its<br />
eggs and as a hunting site<br />
for o<strong>the</strong>r insects.<br />
CENTIPEDE (3)<br />
The creature with “one<br />
hundred legs,” commonly<br />
lives in <strong>the</strong> soil near or<br />
under a mesquite tree. It<br />
is three to six inches long<br />
with tan and darker bands.<br />
It only comes out at night<br />
to hunt on small insects<br />
but will prey on lizards and<br />
small mice. Centipedes<br />
found in <strong>the</strong> Sonoran desert<br />
can issue a painful sting, but<br />
are not life-threatening to<br />
humans.<br />
BARK SCORPION (4).<br />
Ano<strong>the</strong>r stinging friend<br />
is <strong>the</strong> Bark Scorpion.<br />
Mistaken for an insect<br />
but really in <strong>the</strong> spider<br />
family, it is light colored<br />
and small (about 2 inches<br />
long). It has a neurotoxic<br />
venom that affects <strong>the</strong><br />
whole body, making it<br />
<strong>the</strong> most dangerous of all<br />
scorpions in Arizona. It<br />
generally hides under tree<br />
bark, leaves, and debris,<br />
from which it feeds on softbodied<br />
insects. The bark<br />
scorpion is very common in<br />
<strong>Santa</strong> <strong>Cruz</strong> County.<br />
VERMILLION<br />
FLYCATCHER (8).<br />
Perhaps <strong>the</strong> most colorful<br />
inhabitant to be seen in<br />
<strong>the</strong> mesquite canopy is <strong>the</strong><br />
Vermillion Flycatcher. It<br />
is normally migratory but<br />
is taking up permanent<br />
residence more and more.<br />
The male is about 6 inches<br />
long and has a bright<br />
vermillion-red breast with<br />
black or grey on top and on<br />
its wings. True to its name,<br />
it demonstrates acrobatics<br />
from <strong>the</strong> branches of<br />
mesquites while looking for<br />
flying insects. It is quite<br />
common to find its nest<br />
tucked into <strong>the</strong> trunk of a<br />
tree.<br />
THE GILA<br />
Tree of <strong>Life</strong> Page 4.3
UNIT 4 - TREE OF LIFE - TEACHER BACKGROUND INFORMATION<br />
WOODPECKER (4,6)<br />
The Gila Woodpecker is<br />
a noted resident of <strong>the</strong><br />
mesquite. The colorful red<br />
cap, black and white cape,<br />
and excessively noisy call,<br />
makes identification of this<br />
bird easy. Nest cavities are<br />
dug into trees that also serve<br />
as hunting and ga<strong>the</strong>ring<br />
grounds. Their diet consists<br />
of insects, fruit, and eggs of<br />
smaller birds.<br />
GREATER<br />
ROADRUNNER (7).<br />
Known as <strong>the</strong> “clown of<br />
<strong>the</strong> desert,” this legendary<br />
bird can grow to be 23<br />
inches long. It is one of<br />
<strong>the</strong> most proficient hunters,<br />
eating insects, lizards,<br />
spiders, scorpions, rodents<br />
and snakes, including<br />
rattlesnakes. It uses <strong>the</strong><br />
mesquite for cover and to<br />
climb if threatened.<br />
GREY ROCK SQUIRREL<br />
(2,4,6)<br />
The ground-dwelling Grey<br />
Rock Squirrel is common<br />
to <strong>the</strong> mesquite tree and<br />
<strong>the</strong> area. Up to 20 inches<br />
long with a large fluffy tail,<br />
this furry animal is in <strong>the</strong><br />
rodent family. Although<br />
considered cute, it can be a<br />
common carrier of plague<br />
or rabies, and <strong>the</strong>refore, like<br />
any wild animal, should<br />
not be fed or handled. It<br />
uses <strong>the</strong> mesquite as a<br />
perch, to ga<strong>the</strong>r and eat a<br />
variety of foods, including<br />
bird eggs.<br />
POCKET GOPHER (9).<br />
An unwelcome and<br />
common garden visitor is<br />
<strong>the</strong> Pocket Gopher. Up<br />
to eleven inches long, it<br />
burrows under <strong>the</strong> mesquite<br />
tree, (one of <strong>the</strong> few plants<br />
it won’t eat), and o<strong>the</strong>r<br />
trees.<br />
Its diet is primarily made up<br />
of plants, roots, and bulbs<br />
that are taken from below<br />
<strong>the</strong> surface of <strong>the</strong> ground.<br />
COTTONTAIL RABBIT<br />
(10)<br />
Ano<strong>the</strong>r desert animal is<br />
<strong>the</strong> Cottontailed Rabbit.<br />
Often found resting under<br />
a mesquite tree or in <strong>the</strong><br />
burrows of o<strong>the</strong>r animals.<br />
The cottontail’s primary<br />
foods are grasses, mesquite<br />
leaves, and cactus.<br />
Page 4.4<br />
Tree of <strong>Life</strong>
7<br />
LESSON OVERVIEW<br />
Students will participate in an art activity in which <strong>the</strong>y will<br />
learn about different parts of a mesquite tree, <strong>the</strong>ir functions<br />
and uses.<br />
Subjects<br />
Science and Art<br />
DRESS A TREE<br />
Science Standards<br />
Science as Inquiry,<br />
<strong>Life</strong> Science<br />
Objectives<br />
Students will:<br />
1. Classify and label<br />
different tree parts.<br />
2. Construct a model of a<br />
tree and its parts.<br />
Preparation<br />
Make five copies of<br />
Master Page 4.7: Draw<br />
a picture or cutout a tree<br />
trunk in proportion to<br />
a large piece of paper<br />
and display it in front of<br />
<strong>the</strong> classroom. Supply<br />
construction paper (black,<br />
brown, beige, green and<br />
yellow), pencils, crayons<br />
or o<strong>the</strong>r colors, scissors<br />
and masking or doublesided<br />
tape.<br />
Time<br />
Two 50 minute sessions.<br />
Vocabulary<br />
Bark, buds, bean pod,<br />
flowers, leaves, mesquite,<br />
roots, stems and trunk.<br />
SESSION 1<br />
1. Prior to <strong>the</strong> lesson, make a<br />
picture or a cut-out of a mesquite<br />
trunk and ga<strong>the</strong>r materials<br />
listed in “Preparation.”<br />
Locate a mesquite tree(s) close<br />
to your classroom with enough<br />
space for your class to ga<strong>the</strong>r<br />
around it and explore.<br />
2. Take your students out to<br />
<strong>the</strong> mesquite tree and ask <strong>the</strong>m<br />
to explore <strong>the</strong> tree with <strong>the</strong>ir<br />
senses (smell, touch, sight,<br />
hearing and taste) If available,<br />
use magnifiers to see close-up<br />
details.<br />
3. Hold a discussion about <strong>the</strong><br />
mesquite tree while identifying<br />
its parts, functions and cultural<br />
uses as explained on pages 4.1<br />
and 4.2.<br />
4. Returning to <strong>the</strong> classroom,<br />
present to your students <strong>the</strong><br />
pre-made trunk and display it<br />
in front of <strong>the</strong> class. Explain<br />
that it represents a tree trunk<br />
and that toge<strong>the</strong>r <strong>the</strong>y will<br />
“dress” it. Pose <strong>the</strong> following<br />
questions: “what parts do we<br />
need to dress on this tree, and<br />
what is <strong>the</strong> function of each<br />
part?” Review <strong>the</strong> basic parts<br />
of <strong>the</strong> tree (roots, trunk, stems,<br />
leaves, flowers, fruit beans, and<br />
bark).<br />
5. Divide your class into five<br />
workgroups and assign each<br />
group one of <strong>the</strong> different<br />
parts: stems (black paper with<br />
white chalk or crayon), leaves<br />
(green paper), roots (brown<br />
paper), flowers (yellow paper),<br />
and beans (beige paper).<br />
Tree of <strong>Life</strong><br />
Page 4.5
LESSON 7 - DRESS A TREE<br />
6. Give each group art supplies and a copy<br />
of Master Page 4.7 as a guide. Direct<br />
each student to illustrate and cut out one<br />
or more assigned tree parts. (There will be<br />
duplicates of each part).<br />
7. When <strong>the</strong> tree parts are complete,<br />
have students label <strong>the</strong>m while reviewing<br />
vocabulary and spelling.<br />
8. Give students masking or double-sided<br />
tape and have <strong>the</strong>m place <strong>the</strong> tape on <strong>the</strong><br />
back of <strong>the</strong>ir tree part, ready to attach to<br />
<strong>the</strong> tree poster. (This step is important to<br />
expedite placing <strong>the</strong> parts on <strong>the</strong> trunk.)<br />
2. Call students to individually dress <strong>the</strong>ir<br />
tree with tree parts. Starting with <strong>the</strong> roots,<br />
have each student obtain a root and attach<br />
<strong>the</strong> appropriate piece on <strong>the</strong> prepared trunk.<br />
Review each part and its function. Repeat<br />
this process for each part in sequence, (roots,<br />
branches, leaves, flowers and beans)<br />
3. Once <strong>the</strong> tree is complete or “dressed,”<br />
review again <strong>the</strong> different parts, functions,<br />
and cultural uses.<br />
SESSION 2<br />
1. Assemble <strong>the</strong> class and make sure that<br />
all students are ready to tape <strong>the</strong>ir tree parts<br />
onto <strong>the</strong> pre-made tree trunk, strategically<br />
placed at <strong>the</strong> front of <strong>the</strong> class.<br />
ENRICHMENT<br />
- Consider using dead or dried parts<br />
from an actual mesquite tree collected<br />
at or nearby <strong>the</strong> school. In doing so,<br />
please make sure that living trees are not<br />
damaged in <strong>the</strong> process.<br />
- Have each student draw a tree and label<br />
all its parts.<br />
- Listen and sing <strong>the</strong> song “I’m a Tree” or<br />
“Roots, Flowers, Stems, Leaves, Fruits and<br />
Seeds” by <strong>the</strong> Banana Slug String Band.<br />
(see Resources and References)<br />
Page 4.6<br />
Tree of <strong>Life</strong>
LESSON 7 - DRESS A TREE - MASTER PAGE 4.7<br />
FLOWER<br />
FLOR<br />
BEANS<br />
FRIJOLES<br />
LEAVES<br />
HOJAS<br />
Tree of <strong>Life</strong><br />
Page 4.7
Page 4.8<br />
Tree of <strong>Life</strong>
8<br />
LESSON<br />
OVERVIEW<br />
Students will learn about <strong>the</strong> inhabitants of, and <strong>the</strong>ir relationship<br />
to, a mesquite tree while participating in a cut-and-paste<br />
art activity.<br />
Subjects<br />
Natural Science, Art<br />
MESQUITE HOUSE<br />
Science Standards<br />
Science as Inquiry,<br />
<strong>Life</strong> Science<br />
Preparation<br />
Review <strong>the</strong> Teacher<br />
Background<br />
Information on Master<br />
Pages 4.2 - 4.4; make<br />
copies for each student<br />
of Master Page 4.11 and<br />
of Master Page 4.12, one<br />
per every two students<br />
and pre-cut in half;<br />
pre-cut a set of circled<br />
animals on Master Page<br />
4.12 and attach masking<br />
or two-sided tape to <strong>the</strong><br />
back of each circle, set<br />
aside; have scissors and<br />
glue readily available.<br />
Time<br />
One 50 minute session<br />
Vocabulary<br />
Bark Scorpion, Centipede,<br />
Flycatcher, Gopher,<br />
Habitat, Mesquite Bug,<br />
Praying Mantis, Rabbit,<br />
Squirrel.<br />
1. In preparation, take a copy<br />
of Master Page 4.11 and<br />
hang it in front of <strong>the</strong> class<br />
where all students can see<br />
it. Pre-cut a set of ten circled<br />
animals from Master Page<br />
4.12 and place masking or<br />
two-sided tape on <strong>the</strong> back of<br />
each circle. Stick <strong>the</strong>m next<br />
to <strong>the</strong> displayed mesquite tree<br />
picture.<br />
2. Ask students what <strong>the</strong>y<br />
know about <strong>the</strong> mesquite tree.<br />
What can <strong>the</strong>y remember<br />
from Lesson 7, Dress a Tree?,<br />
Can <strong>the</strong> mesquite be used<br />
to make medicine or food?,<br />
What kinds of animals use <strong>the</strong><br />
mesquite and how?<br />
3. Define or review<br />
Habitat: <strong>the</strong> area that<br />
provides an animal or plant<br />
with food water, shelter, and<br />
living space.<br />
Tree of <strong>Life</strong><br />
Page 4.9
LESSON 8 - MESQUITE HOUSE<br />
4. Hand out copies of Master Page 11 and<br />
<strong>the</strong> half page of <strong>the</strong> ten circled animals on<br />
Master Page 4.12 to each student.<br />
5. Using <strong>the</strong> Teacher Background<br />
information on Page 4.2 - 4.4, separately<br />
discuss each animal species and how it<br />
might use <strong>the</strong> mesquite as a habitat.<br />
Note: depending on time and student attention<br />
span, you may choose to skip step number 5.<br />
6. Hand out scissors and ask students<br />
to cut out <strong>the</strong> animal species (circled) on<br />
Master Page 4.12.<br />
8. While reviewing each animal and its<br />
proper habitat, stick <strong>the</strong> pre-cut animals<br />
onto <strong>the</strong> displayed copy of Master Page<br />
4.11. (Use <strong>the</strong> numbers in paren<strong>the</strong>ses<br />
on Master Pages 4.2 to 4.4 as a guide for<br />
proper placement. Repeat this for each<br />
of <strong>the</strong> ten animal species while students<br />
rearrange <strong>the</strong>ir own pictures with <strong>the</strong><br />
correct animals.<br />
Roadrunner<br />
7. Have students arrange each circled<br />
animal to correspond with <strong>the</strong> proper<br />
placement on <strong>the</strong>ir individual copies of<br />
<strong>the</strong> mesquite tree from Master Page 4.11.<br />
For example, <strong>the</strong> gopher would be located<br />
in number 9 below <strong>the</strong> ground, whereas<br />
birds would be perched on a branch. (Note<br />
that each species may have more than one<br />
placement.)<br />
9. Have students glue <strong>the</strong> animals onto<br />
<strong>the</strong>ir respective habitat around <strong>the</strong> tree.<br />
10. If time allows, complete <strong>the</strong> activity<br />
by reviewing <strong>the</strong> selected species and <strong>the</strong>ir<br />
relationship to <strong>the</strong> mesquite tree. Discuss<br />
o<strong>the</strong>r animals that might use <strong>the</strong> mesquite<br />
tree.<br />
Page 4.10<br />
Tree of <strong>Life</strong>
9<br />
LESSON 8 - MESQUITE HOUSE - MASTER PAGE 4.11<br />
5<br />
8<br />
2<br />
6<br />
3<br />
10<br />
4<br />
Tree of <strong>Life</strong><br />
7<br />
1<br />
Page 4.11
LESSON 8 - MESQUITE HOUSE - MASTER PAGE 4.12<br />
Gila<br />
Woodpecker<br />
Centipede<br />
Squirrel<br />
Squirrel<br />
Mesquite<br />
Bug<br />
Flycatcher<br />
Roadrunner<br />
Flycatcher<br />
Rabbit<br />
Bark<br />
Scorpion<br />
Bark<br />
Scorpion<br />
Gopher<br />
Praying<br />
Mantis<br />
Page 4.12 Tree of <strong>Life</strong><br />
Gila<br />
Woodpecker<br />
Mesquite<br />
Bug<br />
Rabbit<br />
Praying<br />
Mantis<br />
Centipede<br />
Roadrunner<br />
Gopher
UNIT 5<br />
RIVER CRITTERS<br />
9<br />
SANTA CRUZ RIVER CARDS<br />
Students will learn to identify and/or review <strong>the</strong> general characteristics<br />
of various mammals, birds, insects, arachnids reptiles, and<br />
amphibians found along <strong>the</strong> <strong>Santa</strong> <strong>Cruz</strong> <strong>River</strong>.<br />
PAGE 5.3<br />
10<br />
SANTA CRUZ RIVER BINGO<br />
Through playing bingo, students will learn to recognize and identify<br />
various mammals, birds, insects, arachnids, reptiles, and amphibians<br />
found along <strong>the</strong> <strong>Santa</strong> <strong>Cruz</strong> <strong>River</strong> based on <strong>the</strong>ir general characteris-<br />
PAGE 5.17
UNIT 5- RIVER CRITTERS - TEACHER BACKGROUND INFORMATION<br />
A BRIEF HISTORY<br />
The <strong>Santa</strong> <strong>Cruz</strong> <strong>River</strong> is<br />
a haven for local critters.<br />
Local wildlife rely on it for<br />
water. The river provides<br />
a habitat for a<br />
myriad of animals.<br />
Populations of<br />
white-tail and<br />
mule deer, javelina,<br />
mountain lion,<br />
bobcat, jackrabbit,<br />
desert cottontail,<br />
rock squirrel,<br />
valley pocket<br />
gopher, opossum,<br />
coyote, gray fox,<br />
raccoon, badger,<br />
three types of<br />
skunk (spotted,<br />
hog-nosed and<br />
striped), porcupine,<br />
white-throated woodrat, and<br />
gray shrew all utilize <strong>the</strong><br />
river.<br />
Picture what <strong>the</strong> river was<br />
like when Fa<strong>the</strong>r Kino first<br />
arrived in 1691. After a long<br />
day of traveling he probably<br />
felt he had found heaven<br />
with <strong>the</strong> lush cottonwood<br />
and willow riparian<br />
area. The endangered or<br />
threatened species of today<br />
were common in <strong>the</strong> time<br />
of Fa<strong>the</strong>r Kino, including<br />
monkey-springs pupfish,<br />
river otter, jaguar, Mexican<br />
gray wolf, ferriginous<br />
pigmy owl, barking frog,<br />
Sanborns long-nosed bat,<br />
Gila topminnow, willow<br />
fly-catcher and yellowbilled<br />
cuckoo.<br />
It didn’t take long for things<br />
to begin changing. The<br />
introduction of cattle and<br />
wheat soon began to take a<br />
toll as native habitats were<br />
destroyed for agriculture,<br />
and ranching purposes.<br />
Despite <strong>the</strong>se negative<br />
impacts, <strong>the</strong> environment<br />
of <strong>the</strong> <strong>Santa</strong> <strong>Cruz</strong> Valley<br />
was not dramatically<br />
affected until <strong>the</strong> late<br />
1800s. Prior to this time,<br />
<strong>the</strong> human population was<br />
relatively small, partially<br />
due to Apache attacks,<br />
and technologies did not<br />
have a great impact. With<br />
<strong>the</strong> arrival of Europeans<br />
emigrating to <strong>the</strong> west and<br />
<strong>the</strong> industrial revolution, <strong>the</strong><br />
environment took a turn for<br />
<strong>the</strong> worse.<br />
In <strong>the</strong> 1800s, cattle<br />
operations, railroads and<br />
cotton farms took <strong>the</strong>ir<br />
toll on <strong>the</strong> environment.<br />
Cowboys brought large<br />
herds of cattle into <strong>the</strong> area<br />
and ranchers attempted to<br />
raise as many animals as<br />
possible, without<br />
effectively managing<br />
<strong>the</strong> rangeland. The<br />
growing number<br />
of cattle ate and<br />
trampled native plant<br />
species which were<br />
unable to reseed.<br />
O<strong>the</strong>r introduced or<br />
exotic species, such<br />
as Johnson Grass,<br />
competed for space.<br />
For <strong>the</strong> most part,<br />
wildlife was thought<br />
of as something to be<br />
conquered. Smaller<br />
animals such as<br />
beaver were removed for<br />
<strong>the</strong>ir pelts. Wolves, coyotes,<br />
large cats, raptors, and o<strong>the</strong>r<br />
animals, were considered<br />
threats and were often shot<br />
when seen. Bounty hunters<br />
were hired to track and kill<br />
what <strong>the</strong>y considered to be<br />
predators.<br />
The railroad and<br />
industrialization brought<br />
new technology and an<br />
increase in population to <strong>the</strong><br />
area. Travel and movement<br />
of commerce improved and<br />
supplies were more readily<br />
available. Large companies<br />
and land owners often took<br />
everything <strong>the</strong>y could from<br />
<strong>the</strong> land, destroying habitat<br />
and killing wildlife as <strong>the</strong>y<br />
saw fit.<br />
<strong>River</strong> Critters Page 5.1
UNIT 5- RIVER CRITTERS - TEACHER BACKGROUND INFORMATION<br />
The <strong>Santa</strong> <strong>Cruz</strong> <strong>River</strong>,<br />
historically, has always been<br />
intermittent with surface<br />
water drying up in places,<br />
depending on topography<br />
and wea<strong>the</strong>r conditions.<br />
But by 1970 <strong>the</strong> effects of<br />
misuse of <strong>the</strong> riparian and<br />
adjacent areas had taken its<br />
toll on <strong>the</strong> river.<br />
Most surface<br />
water dried up<br />
except during<br />
<strong>the</strong> rains and<br />
once towering<br />
cottonwoods<br />
became rare.<br />
Then in 1972,<br />
<strong>the</strong> environment<br />
changed with<br />
<strong>the</strong> building of<br />
<strong>the</strong> Nogales International<br />
Sewage Treatment Plant in<br />
Rio Rico, which over time,<br />
has restored <strong>the</strong> surface<br />
water to beyond historical<br />
records.<br />
Today, we might imagine<br />
that <strong>the</strong> <strong>Santa</strong> <strong>Cruz</strong> <strong>River</strong><br />
looks, at least in certain<br />
parts, similar to what it<br />
did in <strong>the</strong> time of Fa<strong>the</strong>r<br />
Kino. Although <strong>the</strong> source<br />
is artificial, <strong>the</strong> water from<br />
<strong>the</strong> treatment plant has<br />
restored habitat that was<br />
once doomed. The creation<br />
of <strong>the</strong> Juan Bautista de<br />
Anza <strong>National</strong> Historic<br />
Trail, along with o<strong>the</strong>r areas<br />
set aside by <strong>the</strong> many people<br />
and groups working for <strong>the</strong><br />
rivers provide invaluable<br />
recreation activities.<br />
Improvement also insures<br />
that we leave a legacy for<br />
our youth. But is it enough?<br />
For this reason, education<br />
about <strong>the</strong> river and its<br />
wildlife are essential to<br />
insure a future citizenry that<br />
will support <strong>the</strong> river.<br />
RIVER CARDS<br />
The <strong>Santa</strong> <strong>Cruz</strong> <strong>River</strong><br />
cards consist of a variety<br />
of pictures and description<br />
information for all types of<br />
critters commonly found<br />
along <strong>the</strong> <strong>Santa</strong> <strong>Cruz</strong> <strong>River</strong>.<br />
Included are pictures and<br />
descriptions of mammals,<br />
birds, reptiles, arachnids,<br />
insects, and amphibians.<br />
The cards and pictures<br />
may be used in a variety of<br />
different ways to enhance<br />
student knowledge and<br />
appreciation of local<br />
wildlife. The activities<br />
suggest various ways in<br />
which you can use <strong>the</strong><br />
cards. We recommend that<br />
you play <strong>the</strong> <strong>Santa</strong> <strong>Cruz</strong><br />
<strong>River</strong> bingo game with<br />
your students and use <strong>the</strong><br />
pictures as flash cards for<br />
learning quick identification<br />
of <strong>the</strong> animals. In addition<br />
to <strong>the</strong>se, o<strong>the</strong>r games can<br />
be played with <strong>the</strong> cards.<br />
Please be imaginative in<br />
your use of <strong>the</strong>se cards.<br />
The pictures and<br />
information provided<br />
may be used as is,<br />
although <strong>the</strong>y are<br />
limited in size and<br />
description. We<br />
encourage you to<br />
make enlargements<br />
and display posters as<br />
appropriate.<br />
Consider using <strong>the</strong><br />
cards to:<br />
- teach species<br />
identification, classification,<br />
physical characteristics,<br />
feeding and activity habits,<br />
and habitat.<br />
- Reinforce what <strong>the</strong><br />
students have learned and<br />
evaluate progress.<br />
- Compare and contrast<br />
<strong>the</strong> animals represented<br />
by finding similarities and<br />
differences in <strong>the</strong>ir physical<br />
characteristics, (size, shape,<br />
coloring, skin and hair<br />
texture).<br />
- Learn about <strong>the</strong> types of<br />
food that various animals<br />
eat and which animals eat<br />
<strong>the</strong> sames types of food.<br />
- Encourage students to<br />
learn and appreciate local<br />
wildlife and <strong>the</strong> areas that<br />
<strong>the</strong>y inhabit.<br />
Page 5.2<br />
<strong>River</strong> Critters
9<br />
LESSON OVERVIEW<br />
Students LESSON will OVERVIEW<br />
gain an understanding of <strong>the</strong> local environment<br />
through<br />
Students<br />
time<br />
will<br />
by<br />
learn<br />
participating<br />
to identify<br />
in<br />
and/or<br />
a game<br />
review<br />
that demonstrates<br />
<strong>the</strong> general characteristics<br />
how<br />
historical events<br />
of various<br />
affected<br />
mammals,<br />
<strong>the</strong> natural<br />
birds,<br />
environment<br />
insects, arachnids<br />
in <strong>the</strong> <strong>Santa</strong><br />
reptiles,<br />
<strong>Cruz</strong> Valley.<br />
and amphibians found along <strong>the</strong> <strong>Santa</strong> <strong>Cruz</strong> <strong>River</strong>.<br />
Subjects<br />
Science<br />
Science Standards<br />
Science as Inquiry,<br />
<strong>Life</strong> Science.<br />
Objectives<br />
Students will:<br />
1. Discern physical and<br />
behavioral features of<br />
local animal species.<br />
2. Formulate questions<br />
to identify local animal<br />
species.<br />
Preparation<br />
Teacher copy of <strong>Santa</strong><br />
<strong>Cruz</strong> <strong>River</strong> Cards, Master<br />
Pages 5.5 – 5.16.<br />
Time<br />
15 - 30 minutes for each<br />
activity. Can also be used<br />
for quick questioning<br />
strategies.<br />
Vocabulary<br />
Amphibian, arachnid,<br />
bird, carnivore, habitat,<br />
herbivore, insect,<br />
mammal, omnivore,<br />
predator, prey, and reptile.<br />
SANTA CRUZ RIVER CARDS<br />
Activity 1<br />
Animal Clue Game *<br />
1. If students have not<br />
previously played <strong>the</strong><br />
game, model and give clear<br />
instructions before starting.<br />
2. Select one clue card from<br />
Master Pages 5.5 - 5.8.<br />
3. Explain to students that<br />
you will be reading <strong>the</strong> clues<br />
about a certain type of animal<br />
and <strong>the</strong>y are to try to guess<br />
its name. Ask students not to<br />
raise <strong>the</strong>ir hands or yell out if<br />
<strong>the</strong>y guess <strong>the</strong> animal.<br />
4. Read all <strong>the</strong> clues in<br />
sequence. When all <strong>the</strong> clues<br />
have been read, have <strong>the</strong>m say<br />
or write down <strong>the</strong>ir guess.<br />
5. Review and discuss <strong>the</strong><br />
correctly guessed animal.<br />
6. Repeat using o<strong>the</strong>r animal<br />
cards or create your own cards<br />
to use in <strong>the</strong> same manner.<br />
* Activities are adapted from<br />
Sharing Nature with Children, with<br />
permission from <strong>the</strong> author,<br />
Joseph Cornell.<br />
JAVELINA<br />
Dicotyles tajucu<br />
1. I am busy both day and night.<br />
2. I have 4 legs, a small tail, and my hair is very coarse and<br />
oily.<br />
3. I cannot see well, but I have a good sense of smell.<br />
4. I eat plants, shrubs and roots.<br />
5. I do not like anything that gets too close and will attack if<br />
<strong>the</strong>y do.<br />
6. Although most of my teeth are flat, I have two big ones like<br />
tusks on an elephant.<br />
7. I am considered to be a sloppy eater.<br />
<strong>River</strong> Critters<br />
Page 5.3
LESSON 9 - SANTA CRUZ RIVER CARDS<br />
Activity 2<br />
What Animal Am I?<br />
1. Review selected animal species<br />
from Master Pages 5.9 - 5.16.<br />
2. Choose one species without<br />
letting your students know your<br />
selection. The students can <strong>the</strong>n<br />
ask you questions about <strong>the</strong><br />
species to which you will respond<br />
with “Yes,” “No,” “Maybe”<br />
or “Sometimes.” For example<br />
a student may ask: Are you as<br />
big as a breadbox?, Are you a<br />
mammal?, Do you eat meat?, etc.<br />
Students must ask at least five<br />
questions before <strong>the</strong>y can begin<br />
guessing <strong>the</strong> animal.<br />
3. Repeat <strong>the</strong> activity selecting<br />
o<strong>the</strong>r animals.<br />
4. Once students have learned<br />
<strong>the</strong> routine of <strong>the</strong> activity and<br />
have studied enough about <strong>the</strong><br />
animals’ characteristics, <strong>the</strong>y can<br />
take turns selecting animals with<br />
<strong>the</strong>ir classmates and asking <strong>the</strong><br />
questions.<br />
BLACK-CHINNED HUMMINGBIRD<br />
Archilochus alexandri<br />
Description: About 3" long, a small metallicgreen<br />
bird with a black throat and white collar<br />
below it. With <strong>the</strong> sun shining just right, a<br />
purple patch will flash below his very long<br />
beak.<br />
Habitat: These tiny birds winter in Mexico<br />
and <strong>the</strong>n will travel as far north as Montana.<br />
<strong>Along</strong> <strong>the</strong> way <strong>the</strong>y feed on nectar from<br />
brightly colored flowers.<br />
Notes: The nest of <strong>the</strong> hummingbird is found<br />
in <strong>the</strong> fork of a branch and is only 1" high<br />
and 1-1/2" across. They can fly forward and<br />
backward, up and down. Their wings move so<br />
fast <strong>the</strong>y make a humming sound, giving <strong>the</strong>m<br />
<strong>the</strong>ir name.<br />
Enrichment<br />
- Make and laminate copies of cards for students to use as flash cards to play games such<br />
as go fish, concentration, matching or o<strong>the</strong>r games.<br />
Page 5.4<br />
<strong>River</strong> Critters
LESSON 9 - SANTA CRUZ RIVER CARDS - MASTER PAGE 5.5<br />
MOUNTAIN LION<br />
Felix concolor<br />
1. I am grayish-brown in color with lighter<br />
areas under my belly.<br />
2. I look for food only at night.<br />
3. Deer is my favorite food but I eat any<br />
animal I can catch.<br />
4. I can weigh from 100 to 200 pounds and<br />
am 5 feet long not including my tail.<br />
5. I have short round ears and yellow-green<br />
cat’s eyes.<br />
6. I am also known as a Cougar or Puma.<br />
7. I am <strong>the</strong> largest cat native to <strong>the</strong> USA.<br />
8. My cousin, after whom I am named, is<br />
known as king of <strong>the</strong> jungle in Africa.<br />
JAVELINA<br />
Dicotyles tajucu<br />
1. I am busy both day and night.<br />
2. I have 4 legs, a small tail, and my hair is<br />
very coarse and oily.<br />
3. I cannot see well, but I have a good sense<br />
of smell.<br />
4. I eat plants, shrubs and roots.<br />
5. I do not like anything that gets too close<br />
and will attack if <strong>the</strong>y do.<br />
6. Although most of my teeth are flat, I have<br />
two big ones like tusks on an elephant.<br />
7. I am considered to be a sloppy eater.<br />
8. I look like and am often called a pig.<br />
WHITE-TAILED DEER<br />
Odocoileus virginianus couesi<br />
1. I have large ears with white on <strong>the</strong> inside<br />
and gray-brown on <strong>the</strong> outside.<br />
2. My teeth are not sharp and pointed, but<br />
flat.<br />
3. I am small for my family and have a white<br />
tail.<br />
4. I eat leaves, grass and twigs.<br />
5. After my babies are born, <strong>the</strong>y are left<br />
with only <strong>the</strong>ir color and spots to hide <strong>the</strong>m.<br />
6. I can run very fast and jump very high,<br />
even over fences.<br />
7. Some of my kind have antlers.<br />
8. Bambi is a relative of mine.<br />
MEXICAN GREY WOLF<br />
Canus lupis<br />
1. I have four legs and I am big.<br />
2. I weigh 60 to 100 pounds.<br />
3. I hunt for my food at night.<br />
4. I prefer meat of larger animals such as<br />
deer.<br />
5. I am 5 feet long, have a long nose, and<br />
short ears.<br />
6. I can talk with howls, growls and yips.<br />
7. My relatives were once found all over <strong>the</strong><br />
United States.<br />
8. My species was recently returned to<br />
remote parts of Arizona.<br />
9. I look like a dog and some call me Lobo.<br />
RACCOON<br />
Procyon lotor mexicanus<br />
1. I am warm blooded with four legs.<br />
2. I eat about anything I can get my hands<br />
on.<br />
3. I am very nimble and can pick up just<br />
about anything with my hands.<br />
4. I hunt and look for food mostly at night. I<br />
am about <strong>the</strong> size of a small dog.<br />
5. I am often found near water where I hunt<br />
for and clean my food.<br />
6. I travel in small groups with two or more<br />
bro<strong>the</strong>rs and sisters.<br />
7. I have a large bushy tail with rings. Some<br />
people mistake me for a bandit.<br />
COTTONTAIL RABBIT<br />
Sylbilagus audubonii<br />
1. I can run and jump very fast.<br />
2. I do not have a stationary home, but sleep<br />
under bushes.<br />
3. My paws are very furry.<br />
4. I am about <strong>the</strong> size of a small cat.<br />
5. I have flat teeth with two bigger ones in<br />
<strong>the</strong> front.<br />
6. People hunt me for my soft warm fur.<br />
7. People consider me to be cute and imitate<br />
me at Easter.<br />
8. Part of my name comes from my tail that<br />
looks like a ball of cotton.<br />
<strong>River</strong> Critters<br />
Page 5.5
LESSON 9 - SANTA CRUZ RIVER CARDS - MASTER PAGE 5.6<br />
STRIPED SKUNK<br />
Mephitis mephitis<br />
1. My ears are small and rounded.<br />
2. I eat almost anything, but prefer insects.<br />
3. I am about <strong>the</strong> size of a small cat and have<br />
a long bushy tail.<br />
4. I am usually a very gentle animal but lots<br />
of o<strong>the</strong>r animals and people are afraid of me.<br />
5. My body color is black with two white<br />
stripes down my back.<br />
6. I have a big tail that helps me if I am<br />
being attacked.<br />
7. Some people say I smell bad.<br />
8. When I get mad, I lift my tail and spray.<br />
SPOTTED SKUNK<br />
Spilogale gracilis<br />
1. My ears are small and rounded.<br />
2. I eat almost anything, but prefer insects.<br />
3. I am about <strong>the</strong> size of a kitten and have a<br />
long bushy tail.<br />
4. My body color is black with various white<br />
spots on my face and body.<br />
5. I am usually a very gentle animal, but lots<br />
of o<strong>the</strong>r animals and people are afraid of me.<br />
6. I have a big tail that helps me if I am<br />
being attacked.<br />
7. Some people say I smell bad.<br />
8. When I get mad, I lift my tail and spray.<br />
BEAVER<br />
Castor canadensis<br />
1. I am about <strong>the</strong> size of a small dog.<br />
2. I am known as a great swimmer.<br />
3. My feet are webbed like those of a duck.<br />
4. I have a large, paddle-like tail.<br />
5. I have large front teeth to chew wood.<br />
6. If I don’t chew wood, my teeth will grow<br />
too big and I will die.<br />
7. Many years ago, people blamed me for<br />
starting a disease called malaria and kicked<br />
us all out of <strong>the</strong> southwestern rivers.<br />
8. I was re-introduced to <strong>the</strong> San Pedro<br />
<strong>River</strong>.<br />
9. I have a flat tail and like to build dams.<br />
COYOTE<br />
Canis latrans<br />
1. I am a mammal found all over <strong>the</strong> United<br />
States.<br />
2. I am a carnivore, but eat all sorts of<br />
things.<br />
3. I like to run in groups.<br />
4. I look pretty scroungy in <strong>the</strong> summer but<br />
have a beautiful coat in <strong>the</strong> winter.<br />
5. I can talk with o<strong>the</strong>rs of my kind by<br />
growls and yips.<br />
6. I have a long dog-like nose.<br />
7. I am often mistaken for my cousin who is<br />
<strong>the</strong> wolf, but he is much larger than I.<br />
8. I am often seen howling at <strong>the</strong> moon.<br />
GRAY ROCK SQUIRREL<br />
Spermophilus variegatus<br />
1. I am about 20 inches long and grey in<br />
color.<br />
2. I spend much of my time in <strong>the</strong> ground.<br />
3. At <strong>the</strong> first sign of danger, I will slip<br />
quietly into my house and stay <strong>the</strong>re until I<br />
am safe.<br />
4. I have sharp teeth and strong claws.<br />
5. I eat seeds, nuts, fruits, berries, grass<br />
seeds, cactus fruits, acorns and pine nuts.<br />
6. I am in <strong>the</strong> same family as rats and mice.<br />
7. I am considered to be cute but sometimes I<br />
have diseases like rabies or plague.<br />
8. I have a big bushy tail.<br />
BADGER<br />
Taxidea taxus<br />
1. I am short and very strong.<br />
2. I have white markings on my face.<br />
3. I eat mice, rats and squirrels, which I dig<br />
out of <strong>the</strong>ir homes in <strong>the</strong> ground.<br />
4. I am a fighter and attack animals and<br />
people if cornered.<br />
5. I am about 2 feet long and weigh 20<br />
pounds.<br />
6. I hunt for food only at night, and sleep in<br />
a different place every day.<br />
7. I am mostly gray in color, and I have big<br />
claws about 1-1/2 inches long.<br />
8. My babies are full grown in three months.<br />
Page 5.6<br />
<strong>River</strong> Critters
LESSON 9 - SANTA CRUZ RIVER CARDS - MASTER PAGE 5.7<br />
NORTHERN CARDINAL<br />
Cardinalis cardinalis<br />
1. If I am male, my face and throat are black.<br />
2. When I choose my mate, we are toge<strong>the</strong>r<br />
forever.<br />
3. I love to sing and whistle all year long.<br />
4. My bill is very strong and shaped like a<br />
cone.<br />
5. I have wings and can fly.<br />
6. Seeds are my favorite food.<br />
7. I have a pointed crest on <strong>the</strong> top of my<br />
head.<br />
8. If I am a boy, I look like a Christmas<br />
ornament sitting in a tree.<br />
9. My body is bright red!<br />
BLACK-CHINNED HUMMINGBIRD<br />
Archilochus alexandri<br />
1. I am always busy and rarely rest.<br />
2. My home is lined with soft cobwebs.<br />
3. I drink nectar from flowers and eat bugs.<br />
4. Some of my species are about <strong>the</strong> size of a<br />
human’s thumb.<br />
5. I can fly forwards and backwards.<br />
6. Sometimes people put food out for me in<br />
a glass jar, from which I drink with my long<br />
tongue.<br />
7. I am one of <strong>the</strong> smallest birds and make a<br />
humming sound with my wings when I fly.<br />
GILA WOODPECKER<br />
Melanerpes uropygialis<br />
1. My mate and I raise our young toge<strong>the</strong>r.<br />
2. I am very noisy.<br />
3. As a boy, I have a red spot on my head.<br />
4. I have a zebra striped cape.<br />
5. I live in holes that I make in big trees.<br />
6. I eat insects, cacti, berries, and eggs of<br />
o<strong>the</strong>r birds.<br />
7. I am very commonly seen along <strong>the</strong> <strong>Santa</strong><br />
<strong>Cruz</strong> <strong>River</strong> and at Tumacácori.<br />
8. I drum on trees or on your house.<br />
9. Some people call me “Woody.”<br />
TURKEY VULTURE<br />
Cathartes aura<br />
1. I am very quiet and rarely talk.<br />
2. I live on cliffs or in trees with my friends.<br />
3. In <strong>the</strong> morning, I sit stretched out and sun<br />
ba<strong>the</strong> to dry off.<br />
4. You often see me from <strong>the</strong> highway<br />
circling in <strong>the</strong> sky.<br />
5. I soar with “V” shaped wings and I<br />
hardly ever flap <strong>the</strong>m.<br />
6. I eat only dead animals.<br />
7. I have no fea<strong>the</strong>rs on my head, which is<br />
bright red like a turkey.<br />
8. I am also known as a buzzard.<br />
RED–TAILED HAWK<br />
Buteo jamaicensis<br />
1. I have two legs.<br />
2. I hunt rabbits, snakes and small<br />
mammals.<br />
3. I am very large for my family.<br />
4. My claws are big and sharp for grabbing<br />
my food.<br />
5. My call is a high pitched whistle or<br />
screech (one falling note).<br />
6. You may see me soaring above <strong>the</strong><br />
highways, treetops or cliffs or on telephone<br />
poles.<br />
7. Some people mistake me for an eagle.<br />
8. My tail has red fea<strong>the</strong>rs.<br />
GREATER ROADRUNNER<br />
Geococcyx californianus<br />
1. I eat all kinds of things, including lizards.<br />
2. I live in desert bushes and grasses.<br />
3. Sometimes you can hear my call which<br />
sounds like <strong>the</strong> clanking sound of coo coo-ah<br />
coo-ah.<br />
4. I have a long body and tail.<br />
5. I have two legs.<br />
6. My fea<strong>the</strong>rs are dark brown with a little<br />
bit of green.<br />
7. Although I have fea<strong>the</strong>rs, I don’t usually<br />
fly.<br />
8. I am known to run on roads.<br />
<strong>River</strong> Critters<br />
Page 5.7
LESSON 9 - SANTA CRUZ RIVER CARDS - MASTER PAGE 5.8<br />
GIANT DESERT HAIRY SCORPION<br />
Hadrurus arizonensis<br />
1. I am a southwestern desert arachnid.<br />
2. My mo<strong>the</strong>r carries her young on her back.<br />
3. I eat tiny insects.<br />
4. I am found in desert washes, rocky areas,<br />
<strong>the</strong> open desert, and even in your house.<br />
5. I am light brown with some yellow<br />
coloring.<br />
6. I have two pincers with which I can hold<br />
and grab things.<br />
7. I am poisonous, and you will be in pain if<br />
I sting you.<br />
8. My tail curls and has a stinger at <strong>the</strong> end<br />
of it.<br />
TARANTULA<br />
Aphonopelma chalcodesa<br />
1. I have black hair on my body and legs.<br />
2. My coloring varies from different shades<br />
of brown to black.<br />
3. I live under <strong>the</strong> ground.<br />
4. The female in my species will live in <strong>the</strong><br />
same tiny cave her entire life.<br />
5. I am very large for my species.<br />
6. Even though I don’t usually bite, I scare<br />
people so I have been in some movies.<br />
7. Although my venom is poisonous to<br />
animals, I rarely hurt humans.<br />
8. I have eight legs.<br />
WESTERN DIAMONDBACK<br />
RATTLESNAKE<br />
Crotalus atrox<br />
1. I can be found in <strong>the</strong> western part of <strong>the</strong><br />
United States.<br />
2. I come out to hunt usually at night.<br />
3. I mostly eat rats, mice and gophers.<br />
4. I produce poison and can be dangerous.<br />
5. I am cold blooded.<br />
6. I have two fangs and no o<strong>the</strong>r teeth.<br />
7. When I am frightened, I will curl up like<br />
a garden hose, raise my tail and rattle it to<br />
warn you not to come close to me.<br />
8. I have diamond shaped patterns on my<br />
back.<br />
GIANT MESQUITE BEETLE<br />
Thasus gigas<br />
1. I am found in desert areas above <strong>the</strong><br />
ground and in <strong>the</strong> mesquite trees.<br />
2. I am very large for my type of creature.<br />
3. I love sucking up plant juice.<br />
4. I have two antennas and six legs.<br />
5. I am red, white and black.<br />
6. I can be found in bunches on mesquite<br />
branches.<br />
7. I am a fussy eater and will only drink <strong>the</strong><br />
juice of <strong>the</strong> mesquite tree.<br />
HORNED LIZARD<br />
Phrynosoma solare<br />
1. I am found only in <strong>the</strong> western United<br />
States and Mexico.<br />
2. I like to eat insects and love ants.<br />
3. I like to bury myself in <strong>the</strong> sand.<br />
4. I am cold blooded.<br />
5. When frightened I squirt blood from my<br />
eyes.<br />
6. I have very rough skin that looks like<br />
scales.<br />
7. Although I am only 3-1/2 to 6-1/2 inches<br />
long, some say I look like a small dinasour.<br />
8. Some call me a toad, but I am really a<br />
lizard.<br />
SPADE-FOOTED TOAD<br />
Scaphiopus couchi<br />
1. I spend most of my time underground.<br />
2. I love to eat insects.<br />
3. My rear feet resemble a spade.<br />
4. I am cold blooded.<br />
5. I will come out when it rains during <strong>the</strong><br />
summer months.<br />
6. I will lay my eggs in <strong>the</strong> water.<br />
7. Kids like to catch me.<br />
8. My skin is a dull brown, green and<br />
slippery.<br />
9. I get around by hopping.<br />
10. There is a story about me turning into a<br />
prince.<br />
Page 5.8<br />
<strong>River</strong> Critters
LESSON 9 - SANTA CRUZ RIVER CARDS - MASTER PAGE 5.9<br />
<strong>River</strong> Critters<br />
Page 5.9
LESSON 9 - SANTA CRUZ RIVER CARDS - MASTER PAGE 5.10<br />
MOUNTAIN LION<br />
Felix concolor<br />
Description: The largest cat in <strong>the</strong> United States<br />
- over five feet in length from <strong>the</strong> tip of his nose<br />
to <strong>the</strong> tip of his tail. It can weigh between 100<br />
and 200 pounds. Lives mostly off deer and o<strong>the</strong>r<br />
smaller prey.<br />
Habitat: Lives mostly in <strong>the</strong> mountains but also<br />
can be seen in <strong>the</strong> desert. In Arizona, prefers<br />
rugged, heavily vegetated areas such as <strong>the</strong><br />
Chiricahua Mountains.<br />
Notes: Also known as Puma or Cougar, <strong>the</strong>y<br />
are very shy and try very hard to stay hidden<br />
from humans. The lack of understanding of <strong>the</strong><br />
mountain lion’s habits, along with folklore, has<br />
made most people very afraid of this animal.<br />
WHITE-TAILED DEER<br />
Odocoileus virginianus couesi<br />
Description: Adult deer weigh 100 pounds or<br />
less. Their hair is tan-gray with white under<br />
parts. They are named for <strong>the</strong>ir white tail which<br />
can only be seen when it is up. The fawns are<br />
born with spots on <strong>the</strong>ir cinnamon-colored coats,<br />
which aid <strong>the</strong>m in hiding from predators. They<br />
lose <strong>the</strong>se spots in six months.<br />
Habitat: High desert mountains, with rough<br />
wooded habitat. Food sources include grass,<br />
twigs, leaves, berries, and acorns.<br />
Notes: Sometimes mule deer are mistaken for<br />
white- tailed deer. When <strong>the</strong> mule deer’s tail is<br />
down it is white with a brown tip. On <strong>the</strong> whitetailed<br />
deer, you only see <strong>the</strong> white when <strong>the</strong> tail<br />
is up.<br />
MEXICAN GREY WOLF<br />
Canus lupis<br />
Description: Often mistaken for a German<br />
Shepherd dog at first glance, but has longer legs,<br />
a shorter, straighter tail, bigger ears, and a longer<br />
snout. Has a light colored coat with a lot of gray,<br />
black, white and some tan.<br />
Habitat: Wolves were hunted and trapped almost<br />
to extinction. The Mexican Grey Wolf lives<br />
in <strong>the</strong> high elevation desert, lower elevation or<br />
mountains. Its main source of food is whitetailed<br />
deer.<br />
Notes: The wolf is a very intelligent animal and<br />
learned very quickly to prey on domestic animals<br />
- a cause of <strong>the</strong>ir demise. Mexican Grey Wolves<br />
were re-introduced into <strong>the</strong> White Mountains in<br />
1999.<br />
JAVELINA<br />
Dicotyles tajucu<br />
Description: Weighs 35-50 lbs; very course salt<br />
and pepper colored hair. Looks and acts like<br />
a pig but is not. It belongs to <strong>the</strong> old world<br />
Peccary family.<br />
Habitat: Found in Arizona, Texas, and New<br />
Mexico (also in South America) living in deserts<br />
and lower elevation mountains. Preferred foods<br />
are cactus, grass, shrubs, roots and tubers. Any<br />
place you find <strong>the</strong>se types of plants and cactus<br />
you most likely will find javelina.<br />
Notes: The javelina has very bad eyesight but a<br />
great sense of smell. Has a musk sack that lets<br />
out a very strong odor that o<strong>the</strong>r javelina can<br />
smell from great distances. This is how <strong>the</strong>y can<br />
find <strong>the</strong>ir herd if <strong>the</strong>y get lost.<br />
RACCOON<br />
Procyon lotor mexicanus<br />
Description: About <strong>the</strong> size of a small dog, it has<br />
gray fluffy hair with dark markings, a large bushy<br />
tail with rings and dark markings around <strong>the</strong> eyes<br />
making it look like a bandit. The raccoon has<br />
nimble human-shaped paws that are used to grab<br />
objects and clean food.<br />
Habitat: Found in medium to high mountains,<br />
mostly in woods and forest environments. It is<br />
a very intelligent and curious animal and can be<br />
found going through trashcans and even inside<br />
houses looking for food.<br />
Notes: The raccoon eats just about everything<br />
and is called an omnivore. Basically nocturnal but<br />
can also be seen in <strong>the</strong> day.<br />
COTTONTAIL RABBIT<br />
Sylbilagus audubonii<br />
Description: Gets its name from its fluffy<br />
white tail that looks like a cotton ball. Smaller<br />
than many rabbits, its fur is light grayish-tan<br />
with some white. It has clear brown eyes and<br />
moderately long ears. It is <strong>the</strong> size of a cat.<br />
Habitat: The cottontail lives in grassland,<br />
creosote brush, desert and mesquite forest.<br />
Although very common to <strong>the</strong> Arizona desert,<br />
<strong>the</strong>y can be found in North Dakota, California,<br />
Montana, and Texas.<br />
Notes: The cottontail defends itself from<br />
predators by running fast and darting in different<br />
directions. It will also lie very still and quiet so<br />
that predators and o<strong>the</strong>r threatening animals do<br />
not see it.<br />
Page 5.10<br />
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LESSON 9 - SANTA CRUZ RIVER CARDS - MASTER PAGE 5.11<br />
<strong>River</strong> Critters<br />
Page 5.11
LESSON 9 - SANTA CRUZ RIVER CARDS - MASTER PAGE 5.12<br />
STRIPED SKUNK<br />
Mephitis mephitis<br />
Description: About <strong>the</strong> size of a cat. The striped<br />
skunk is distiguished by two white stripes down<br />
<strong>the</strong> back, a big bushy tail and a small head.<br />
Males are larger than females.<br />
Habitat: The striped skunk can be found in most<br />
of <strong>the</strong> United States and Mexico in <strong>the</strong> desert,<br />
grassy plains and woodlands. The skunk moves<br />
slowly using ground cover as camouflage.<br />
Notes: Although usually docile, when threatened,<br />
<strong>the</strong> skunk’s defense is to spray a terrible odor<br />
up to 12 feet away. Four types of skunks are<br />
found in Arizona: striped, spotted, hooded and<br />
Hognosed. Skunks are primary carriers of rabies,<br />
dead or alive.<br />
SPOTTED SKUNK<br />
Spilogale gracilis<br />
Description: This small nocturnal animal<br />
averages a total length of about 16 inches. The<br />
body color is black with various white spots on<br />
<strong>the</strong> face, four narrow white stripes along <strong>the</strong><br />
front half of <strong>the</strong> back, a white blocked rump,<br />
and a tail that is half black and half white.<br />
Habitat: They live in burrows or rock crevices in<br />
any location where <strong>the</strong>re is lots of ground cover.<br />
Their diet consist of insects, lizards, rodents,<br />
birds’ eggs and cactus fruits.<br />
Notes: Their defense consists of stamping <strong>the</strong>ir<br />
front feet, turning around, hoisting <strong>the</strong>ir tail and<br />
emitting a replusive odor. They can spray up to<br />
12 feet away.<br />
BEAVER<br />
Castor Canadensis<br />
Description: The size of a medium sized dog with<br />
webbed rear feet, a tail shaped like a paddle and<br />
large front teeth. The fur is brown and thick.<br />
Habitat: Found in mountains and waterways in<br />
<strong>the</strong> western United States. At one time, beavers<br />
were found throughout <strong>the</strong> United States but<br />
were<br />
depopulated by <strong>the</strong> fur trade. This species has<br />
been reintroduced to <strong>the</strong> San Pedro <strong>River</strong>.<br />
Notes: In <strong>the</strong> southwestern riparian areas, <strong>the</strong><br />
beaver was removed or extirpated both for furs<br />
and because <strong>the</strong>y were an assumed agent of<br />
malaria (mosquitos breed in still water). Beavers<br />
must chew wood to dull <strong>the</strong>ir teeth. If not, <strong>the</strong><br />
teeth will grow too big resulting in death.<br />
COYOTE<br />
Canis latrans<br />
Description: About <strong>the</strong> size of a medium sized<br />
dog, with longer legs and bigger ears, weighing<br />
20 to 50 lbs. The fur is tan and yellow with<br />
some black and white. The winter fur is full and<br />
thicker and <strong>the</strong> summer coat is often thin and sick<br />
looking.<br />
Habitat: Common throughout <strong>the</strong> United States.<br />
Adapts to open plains, forest, desert and brush<br />
areas. Prefers small game but will eat about<br />
anything.<br />
Notes: Often at night, ei<strong>the</strong>r a lone coyote or a<br />
pack can be heard howling. Coyotes are very<br />
adaptable and have survived many difficult times.<br />
In many native cultures, <strong>the</strong> coyote is known as<br />
<strong>the</strong> trickster.<br />
GRAY ROCK SQUIRREL<br />
Spermophilus variegatus<br />
Description: These squirrels’ coats are a mixture<br />
of dark grays and yellowish-browns with<br />
lighter gray on <strong>the</strong>ir front quarters, dirty white<br />
underneath, and bushy tails. They are large for<br />
ground squirrels, and can be up to 20 inches long.<br />
Habitat: Their name comes from <strong>the</strong>ir favorite<br />
habitat of rock with good cover of trees and<br />
bushes into which <strong>the</strong>y blend well. They live in<br />
dens of various types, which can vary from rock<br />
slopes to human dwellings.<br />
Notes: They always have a lookout point near<br />
<strong>the</strong>ir dens on which <strong>the</strong>y perch to survey <strong>the</strong><br />
surroundings. If <strong>the</strong>re is any danger <strong>the</strong>y will let<br />
out a loud shrill whistle that warns everybody in<br />
<strong>the</strong> vicinity.<br />
BADGER<br />
Taxidea taxus<br />
Description: A carnivore about two feet long,<br />
weighing 15 to 20 pounds. It is stocky shaped,<br />
with short legs, gray fur and distinct facial<br />
markings. Its legs are powerful, and it has<br />
long claws to dig and quickly unearth mice and<br />
squirrels.<br />
Habitat: Found throughout <strong>the</strong> Sonoran Desert<br />
region. They live in underground burrrows and<br />
move from den to den frequently, often every day.<br />
Notes: Badgers are solitary and fierce, and most<br />
o<strong>the</strong>r animals avoid <strong>the</strong>m because <strong>the</strong>y are such<br />
good fighters. They eat only at night and roam<br />
over very large areas. Baby badgers stay with<br />
<strong>the</strong>ir mo<strong>the</strong>r for three months.<br />
Page 5.12<br />
<strong>River</strong> Critters
LESSON 9 - SANTA CRUZ RIVER CARDS - MASTER PAGE 5.13<br />
<strong>River</strong> Critters<br />
Page 5.13
LESSON 9 - SANTA CRUZ RIVER CARDS - MASTER PAGE 5.14<br />
CARDINAL<br />
Cardinali cardinalis<br />
Description: Up to 7 1/2" long, <strong>the</strong> male is a<br />
bright Christmas red with a black face. Both<br />
male and female have distinct head crests and<br />
red beaks. The female is pinkish-peach colored.<br />
Habitat: They are usually found in <strong>the</strong> mesquitebosque<br />
and shrubs near <strong>the</strong> <strong>Santa</strong> <strong>Cruz</strong> <strong>River</strong>.<br />
They stay in sou<strong>the</strong>rn Arizona year-round but<br />
are harder to spot in winter along <strong>the</strong> <strong>Santa</strong><br />
<strong>Cruz</strong>.<br />
Notes: They are ground feeders. The male is<br />
protective of his mate and surroundings and is<br />
known to attack his own reflection in windows<br />
because he thinks it is an intruder.<br />
BLACK-CHINNED HUMMINGBIRD<br />
Archilochus alexandri<br />
Description: About 3" long, a small metallicgreen<br />
bird with a black throat and white collar<br />
below it. With <strong>the</strong> sun shining just right, a<br />
purple patch will flash below a very long beak.<br />
Habitat: These tiny birds winter in Mexico<br />
and <strong>the</strong>n will travel as far north as Montana.<br />
<strong>Along</strong> <strong>the</strong> way <strong>the</strong>y feed on nectar from brightly<br />
colored flowers.<br />
Notes: The nest of <strong>the</strong> hummingbird is found<br />
in <strong>the</strong> fork of a branch and is only 1" high<br />
and 1-1/2" across. They can fly forward and<br />
backward, up and down. Their wings move so<br />
fast <strong>the</strong>y make a humming sound, giving <strong>the</strong>m<br />
<strong>the</strong>ir name.<br />
GILA WOODPECKER<br />
Melanerpes uropygialis<br />
Description: This woodpecker has black and<br />
white zebra like stripes on <strong>the</strong> back and tail.<br />
Only <strong>the</strong> male has a bright red cap.<br />
Habitat: They live year-round in <strong>the</strong><br />
southwestern desert, woodland and cottonwood<br />
groves along <strong>the</strong> rivers. They eat insects, fruits<br />
of cactus, berries and <strong>the</strong> eggs of o<strong>the</strong>r birds.<br />
Notes: The Gila Woodpecker is very common<br />
to <strong>the</strong> <strong>Santa</strong> <strong>Cruz</strong> <strong>River</strong> and can often be heard<br />
squawking.<br />
TURKEY VULTURE<br />
Cathartes aura<br />
Description: Large black bird (25") with a bald,<br />
red head. When flying <strong>the</strong>y have a wingspan<br />
of 6' and its wingtip fea<strong>the</strong>rs are spread apart,<br />
resembling fingers.<br />
Habitat: They are found in open arid country,<br />
canyons and grasslands throughout <strong>the</strong> world.<br />
They are scavengers and feed on dead animals or<br />
carrion.<br />
Notes: They soar high in <strong>the</strong> sky on <strong>the</strong>rmal<br />
currents and can spot food from 2-1/2 miles<br />
away. Some Indian tribes thought <strong>the</strong> birds were<br />
messengers of <strong>the</strong> gods because of <strong>the</strong> way <strong>the</strong>y<br />
soared higher and higher until <strong>the</strong>y disappeared.<br />
RED-TAILED HAWK<br />
Buteo jamaicensis<br />
Description: A large brown bird (18" long) with<br />
pale streaked breast, a dark belly band and a<br />
rusty red tail. They have a 4 foot wingspan,<br />
sharp claws or talons and a strong beak.<br />
Habitat: Commonly found in open country,<br />
deserts and mountains. Often seen circling<br />
lazily in <strong>the</strong> air or perched on poles watching<br />
for <strong>the</strong>ir dinner which is usually mice, rabbits<br />
and o<strong>the</strong>r small animals.<br />
Notes: They build a bulky platform nest of<br />
sticks that <strong>the</strong>y defend by diving and screaming<br />
at intruders.<br />
GREATER ROADRUNNER<br />
Geococcyx californianus<br />
Description: A large (22") ground bird with<br />
brown streaks, a shaggy crest, a very long tail,<br />
heavy beak and long blue legs.<br />
Habitat: They live year-round in <strong>the</strong> Southwest<br />
deserts and mesquite shrub lands. Although<br />
<strong>the</strong>y do fly, <strong>the</strong>y prefer to run, hence, <strong>the</strong> name<br />
roadrunner. They are great hunters and eat <strong>the</strong><br />
fruit of cactus, scorpions, tarantulas and snakes<br />
including rattlers.<br />
Notes: We know <strong>the</strong>m best from <strong>the</strong><br />
Roadrunner cartoon with Wiley E. Coyote.<br />
Among Native Americans and Hispanics<br />
<strong>the</strong>y were thought of as courageous and great<br />
hunters.<br />
Page 5.14<br />
<strong>River</strong> Critters
LESSON 9 - SANTA CRUZ RIVER CARDS - MASTER PAGE 5.15<br />
<strong>River</strong> Critters<br />
Page 5.15
LESSON 9 - SANTA CRUZ RIVER CARDS - MASTER PAGE 5.16<br />
GIANT DESERT HAIRY SCORPION<br />
Hadrurus arizonensis<br />
Description: This arachnid is 5-1/2 inches long,<br />
with two pinchers and a stinger tipped “tail” that<br />
curves over its back when threatened. It is tan all<br />
over, with a yellowish back and brown hair on its<br />
legs and body.<br />
Habitat: Found in <strong>the</strong> desert along dry river<br />
washes, rocky areas and in more familiar places<br />
like in desert gardens and work sheds. This<br />
scorpion inhabits areas where it can prey on<br />
small, soft-bodied insects.<br />
Notes: The female will bear her young and carry<br />
<strong>the</strong>m on her back for 10-15 days. The young will<br />
shed <strong>the</strong>ir skin several times before <strong>the</strong>y reach<br />
maturity. Scorpions are venomous, and a person<br />
can become very sick if stung.<br />
WESTERN DIAMONDBACK RATTLESNAKE<br />
Crotalus atrox<br />
Description: Up to six feet long. Its name comes<br />
from <strong>the</strong> dark diamond shaped blotches on its<br />
back. Skin color is tan, yellow and very light<br />
pink. Like all rattlesnakes, <strong>the</strong> head is shaped<br />
like an arrow.<br />
Habitat: Sou<strong>the</strong>astern California to Arizona,<br />
New Mexico to Arkansas and Nor<strong>the</strong>rn Mexico.<br />
Lives in caves or underground. Lies on rocks,<br />
along trails, under bushes, and near washes.<br />
Notes: Although very dangerous, <strong>the</strong> snake is just<br />
as afraid of you as you are of it. The rattle is a<br />
warning. If you leave <strong>the</strong> snake alone and are<br />
careful, it will leave you alone. The rattlesnake<br />
helps keep <strong>the</strong> rodent and rat population in<br />
balance by hunting <strong>the</strong>m at night.<br />
GIANT MESQUITE BUG<br />
Tassus gigas<br />
Description: This bug is large and can be scary<br />
to look at. It has two long antennas and six legs.<br />
The color of this bug varies between black and<br />
red.<br />
Habitat: The main area you find <strong>the</strong>se bugs are<br />
any place where mesquite trees grow. Their diet<br />
consists mostly of <strong>the</strong> juice found in mesquite<br />
trees.<br />
Notes: They can feed so much on <strong>the</strong> mesquite<br />
tree by sucking <strong>the</strong> juices that this beetle can<br />
actually kill part or sometimes <strong>the</strong> whole tree.<br />
TARANTULA<br />
Anphopelma chalcodesa<br />
Description: These spiders are very hairy with<br />
long legs. Their color varies from dark brown to<br />
black with some grey. The female has hooks that<br />
look like large fangs and both male and female<br />
have a tight cluster of eight eyes.<br />
Habitat: They are found in many parts of Arizona<br />
but mainly in <strong>the</strong> southwestern desert areas. They<br />
live in sandy washes and open desert areas where<br />
<strong>the</strong>y find shelter in burrows. Their diet consists<br />
of insects and small rodents, such as mice, lizards<br />
and small snakes.<br />
Notes: A tarantula’s bite, although painful, is not<br />
life threatening. It will only bite if provoked.<br />
Females live 20 years and males live 8-10 years.<br />
HORNED LIZARD<br />
Phrynosoma solare<br />
Description: This lizard has many scales and is<br />
crowned with sharp looking spines. Its color<br />
varies from tan to shades of dark brown and<br />
orange. The body is flat and close to <strong>the</strong> ground.<br />
Habitat: These lizards can be found throughout<br />
Sou<strong>the</strong>rn Arizona and into parts of Nor<strong>the</strong>rn<br />
Mexico. They prefer rocky, sandy areas with<br />
shrub brush and succulents. They eat bugs and<br />
love ants and sometimes will eat very small<br />
snakes.<br />
Notes: When threatened, <strong>the</strong>y will squirt blood<br />
from <strong>the</strong>ir eyes. Their bodies will become very<br />
rigid when picked up.<br />
SPADE-FOOTED TOAD<br />
Scaphiopus couchi<br />
Description: Generally considered to be a small<br />
to medium sized toad with a white belly. The<br />
upper part of his body is yellowish green with<br />
different shades of marbling. The eardrum is<br />
clearly outside with no hump between <strong>the</strong> eyes.<br />
The body is plump and long.<br />
Habitat: This toad can survive dry conditions so<br />
it is found in desert areas where mesquite and<br />
creosote grow. They live in o<strong>the</strong>r mammals’<br />
burrows and loose soil or sand. Their diet<br />
consists of insects and <strong>the</strong> larvae of insects.<br />
Notes: Their voice is very loud like a bleating<br />
lamb and can be heard from a long way.<br />
Page 5.16<br />
<strong>River</strong> Critters
10<br />
LESSON OVERVIEW<br />
Through playing bingo, students will learn to recognize and<br />
identify various mammals, birds, insects, arachnids, reptiles,<br />
and amphibians found along <strong>the</strong> <strong>Santa</strong> <strong>Cruz</strong> <strong>River</strong> based on<br />
<strong>the</strong>ir general characteristics.<br />
Subjects<br />
Science<br />
Science Standards<br />
Science as Inquiry, <strong>Life</strong><br />
Science<br />
Objectives<br />
Students will:<br />
1. Compare, contrast, and<br />
classify animal species.<br />
2. Identify animals by pictures<br />
and/or names.<br />
3. Write <strong>the</strong> names and<br />
correctly spell at least five<br />
different species found<br />
along <strong>the</strong> <strong>Santa</strong> <strong>Cruz</strong><br />
<strong>River</strong>.<br />
Preparation<br />
Cut out animal pictures<br />
on one copy of Master<br />
Page 5.19 and place in<br />
a hat; make one copy of<br />
Master Pages 5.19 and<br />
5.20, for each student;<br />
have beans (or o<strong>the</strong>r<br />
counting markers) glue<br />
and scissors available.<br />
Time<br />
One 50 minute session or<br />
less.Vocabulary<br />
Different names of animal<br />
species listed on<br />
Master Pages 5.9 - 5.16.<br />
SANTA CRUZ RIVER BINGO<br />
How to Play <strong>River</strong> Bingo<br />
1. Make photocopies of<br />
Master Pages 5.19 and 5.20,<br />
for yourself and each student.<br />
2. Cut up <strong>the</strong> species picture<br />
(squares) on Master Page 5.19<br />
and place <strong>the</strong>m in a hat or<br />
vessel from which to select.<br />
3. Have students cut out <strong>the</strong><br />
individual species squares<br />
on Master Page 5.19 and<br />
paste <strong>the</strong>m at random onto<br />
Master Page 5.20, making an<br />
individualized bingo card.<br />
4. When ready to play, select a<br />
species card from <strong>the</strong> hat (see #<br />
2) and show <strong>the</strong> picture or call<br />
out <strong>the</strong> animal’s name.<br />
5. Discuss <strong>the</strong> characteristics of<br />
<strong>the</strong> chosen species.<br />
6. Instruct students to place<br />
a bean on <strong>the</strong> corresponing<br />
animal picture on <strong>the</strong>ir bingo<br />
board as <strong>the</strong>y are called.<br />
7. Continue playing until <strong>the</strong><br />
first player calls out bingo.<br />
Alternative Play<br />
Provide each student with a<br />
blank bingo card containing<br />
<strong>the</strong> appropriate number of<br />
squares. List <strong>the</strong> names of<br />
animals on <strong>the</strong> chalkboard at<br />
random. Have each student<br />
write <strong>the</strong> names of each species<br />
to be used on <strong>the</strong> squares.<br />
When ready, select pictures<br />
of each animal, and without<br />
verbally identifying <strong>the</strong> species,<br />
have <strong>the</strong> students match <strong>the</strong><br />
name.<br />
ENRICHMENT<br />
- Refer to species cards and<br />
descriptions in Lesson 9,<br />
Master Pages 5.9 - 5.16<br />
for information and details.<br />
Cut up one or more copies<br />
to make a deck of cards for<br />
playing matching games, go<br />
fish, rummy, etc.<br />
<strong>River</strong> Critters<br />
Page 5.17
Page 5.18<br />
<strong>River</strong> Critters
LESSON 10 - SANTA CRUZ RIVER BINGO - MASTER PAGE 5.19<br />
SANTA CRUZ<br />
RIVER BINGO<br />
<strong>River</strong> Critters Page 5.19
LESSON 10 - SANTA CRUZ RIVER BINGO - MASTER PAGE 5.20<br />
SANTA CRUZ<br />
RIVER BINGO<br />
Free Space<br />
Page 5.20 <strong>River</strong> Critters
UNIT 6<br />
BASURA: ALIAS TRASH<br />
11<br />
TRASH: CAN WE LIVE WITH IT?<br />
STUDENTS WILLPARTICIPATE IN A SIM ULATION GAM E THATDEM ONSTRATES THE<br />
EFFECTTRASH HAS ON PEOPLE AND THE ENVIRONM ENT.<br />
PAGE 6.3<br />
12 12<br />
HOW LONG DOES LITTER LAST<br />
STUDENTS WILLBE M ADE AWARE OF DIFFERENTTYPES OF POLLUTION PROBLEM S<br />
CAUSED BY LITTER AND HOW TO CORRECTLY DISPOSE OF IT.<br />
PAGE 6.6
UNIT 6 - BASURA: ALIAS TRASH - TEACHER BACKGROUND INFORMATION<br />
One of <strong>the</strong> most significant<br />
problems facing <strong>the</strong> <strong>Santa</strong><br />
<strong>Cruz</strong> <strong>River</strong> watershed is<br />
pollution. The river runs<br />
through both Mexico and<br />
<strong>the</strong> United States, making it<br />
an international concern.<br />
While litter is <strong>the</strong> most<br />
visible form of pollution,<br />
chemical leakage and spills<br />
as well as organisms and<br />
o<strong>the</strong>r documented health<br />
hazards and diseases such as<br />
cancer and lupus exist.<br />
Every year, hundreds of<br />
bags of trash are cleaned out<br />
only to be brought back by<br />
summer rains. For <strong>the</strong> most<br />
part, <strong>the</strong> litter comes down<br />
from <strong>the</strong> Nogales wash (both<br />
sides of <strong>the</strong> border), and<br />
during <strong>the</strong> monsoon rains,<br />
tons of trash are transported<br />
north from both sides of <strong>the</strong><br />
border.<br />
In addition to its being<br />
aes<strong>the</strong>tically inappropriate,<br />
litter continues to be an<br />
unresolved problem. We<br />
need to help <strong>the</strong> next<br />
generation realize <strong>the</strong> impact<br />
trash has on our present-day<br />
and future lives. Habitat is<br />
destroyed or compromised,<br />
while plastic six-pack<br />
holders, string, and sharp<br />
objects pose hazards to<br />
wildlife. Looking through<br />
<strong>the</strong> trash deposits, one<br />
can find oil cans, cleaning<br />
supply containers, batteries<br />
and an assortment of o<strong>the</strong>r<br />
hazardous waste materials.<br />
Many of <strong>the</strong>se hold harmful<br />
chemicals that could leak<br />
into <strong>the</strong> water table. Our<br />
landfills are also reaching<br />
maximum capacity while<br />
we continue to increase <strong>the</strong><br />
use of disposable products<br />
that virtually may never<br />
decompose.<br />
By participating in <strong>the</strong>se<br />
activities, students will<br />
be made aware of <strong>the</strong><br />
problems with trash, <strong>the</strong><br />
environmental impacts<br />
caused by littering, and<br />
<strong>the</strong> implications of using<br />
disposable products.<br />
Students will learn to make<br />
educated choices about<br />
what to throw away, <strong>the</strong><br />
importance of reusing and<br />
recycling, and how to make<br />
a difference so that “Earth<br />
Day”, (April 22), can truly<br />
be celebrated.<br />
JUST TRASH?<br />
Aluminum Cans - not<br />
biodegradable; sharp<br />
edges may injure wildlife<br />
or people; small animals<br />
or insects may get trapped<br />
inside.<br />
Paper - inks and<br />
bleaching chemicals<br />
contaminate soil and<br />
water.<br />
Plastic six-pack rings<br />
- not biodegradable; may<br />
strangle wildlife.<br />
Trash in water - may<br />
injure aquatic animals that<br />
get stuck in or try to eat it;<br />
chemicals leak into water.<br />
Household cleaners,<br />
chemicals and batteries<br />
- harmful chemicals<br />
may leak into <strong>the</strong> soil,<br />
water, and air; potentially<br />
dangerous if touched.<br />
Glass - broken glass may<br />
injure people or wildlife;<br />
small creatures may get<br />
trapped inside jars or<br />
bottles.<br />
Styrofoam and plastic<br />
- not biodegradable;<br />
may injure animals that<br />
mistake bits of plastic for<br />
food.<br />
Old tires - may release<br />
harmful chemicals into<br />
<strong>the</strong> soil, water, and air.<br />
Candy and gum wrappers<br />
- many wrappings do not<br />
easily biodegrade.<br />
Basura: Alias Trash Page 6.1
Page 6.2<br />
Basura: Alias Trash
11<br />
LESSON OVERVIEW<br />
Students will participate in a simulation game that demonstrates<br />
<strong>the</strong> effect trash has on people and <strong>the</strong> environment.<br />
Subjects<br />
Natural Science<br />
Science Standards<br />
Science as Inquiry,<br />
Personal and Social<br />
Perspectives,<br />
<strong>Life</strong> Science<br />
Objectives<br />
Students will:<br />
Recall <strong>the</strong> negative effects<br />
litter has on humans and<br />
<strong>the</strong> environment.<br />
Preparation<br />
Find and mark an area<br />
approximately five to<br />
ten feet square. A little<br />
smaller space than your<br />
class would be able to<br />
squeeze into such as a<br />
circle on a basketball<br />
Time<br />
About 20 minutes<br />
Vocabulary<br />
Disease, mosquito,<br />
pollution.<br />
CAN WE LIVE WITH<br />
TRASH?<br />
Part 1<br />
1. Find a place where your<br />
students can ga<strong>the</strong>r around a<br />
clearly delineated area. You<br />
can mark off an area or use<br />
something like <strong>the</strong> circles on<br />
a basketball court. It must be<br />
large enough so that most of<br />
<strong>the</strong> class can crowd inside <strong>the</strong><br />
marked area, but not all.<br />
2. Discuss <strong>the</strong> various<br />
problems associated with<br />
trash. Write down key words<br />
and concepts.<br />
3. Divide <strong>the</strong> students<br />
equally into <strong>the</strong> following five<br />
groups: people, trash, pigs,<br />
mosquitoes, and disease.<br />
4. Explain that an associated<br />
sound comes with each group<br />
as described in <strong>the</strong> box on <strong>the</strong><br />
right.<br />
Designate <strong>the</strong> sound for each<br />
and have each group practice<br />
<strong>the</strong>ir corresponding sounds.<br />
Part 2<br />
5. Place <strong>the</strong> group identified<br />
as “people” into <strong>the</strong> <strong>the</strong><br />
delineated area and explain<br />
that <strong>the</strong> area represents <strong>the</strong>ir<br />
town. Their job is to enjoy<br />
<strong>the</strong>mselves.<br />
6. Locate <strong>the</strong> o<strong>the</strong>r four<br />
groups in specified areas not<br />
too far from “<strong>the</strong> town.”<br />
7. Ask one representative<br />
from <strong>the</strong> “trash” group to<br />
join <strong>the</strong> people in a circle<br />
while chanting, “trash,<br />
trash, trash.”, Then add a<br />
representative from each o<strong>the</strong>r<br />
group, who will also chant,<br />
hassling <strong>the</strong> people in <strong>the</strong><br />
“town.”<br />
People - talk as normal<br />
Trash - chant trash, trash,<br />
Pigs - snort, snort, snort,<br />
Mosquitoes - buzz, buzz<br />
Disease - moans and cries<br />
Basura: Alias Trash<br />
Page 6.3
LESSON 12 - LESSON HOW LONG 11 - CAN DOES WE LITTER LIVE WITH LAST? TRASH? - MASTER PAGE 6.4<br />
8. Calm <strong>the</strong> students down and ask <strong>the</strong>m to<br />
determine what is happening to <strong>the</strong> town.<br />
Is <strong>the</strong>ir life as calm as it was before <strong>the</strong><br />
o<strong>the</strong>rs entered?, Why or why not?, Does<br />
trash and its pals have a positive or negative<br />
effect? Predict what will happen if more<br />
trash is added.<br />
9. Give <strong>the</strong> OK for <strong>the</strong> trash and o<strong>the</strong>r<br />
groups inside <strong>the</strong> circle to start<br />
<strong>the</strong>ir sounds and ask a second<br />
representative from <strong>the</strong> group<br />
“Trash” to join <strong>the</strong> people<br />
in <strong>the</strong> circle, (everyone is<br />
chanting). Add representatives<br />
from o<strong>the</strong>r groups<br />
as explained in step<br />
seven.<br />
10. Once again quiet <strong>the</strong><br />
students down and ask<br />
<strong>the</strong>m to determine what is<br />
happening to <strong>the</strong> town. Is <strong>the</strong><br />
town changing? Why or why<br />
not? Do <strong>the</strong>y still want to live <strong>the</strong>re.<br />
Predict what will happen if more trash is<br />
added.<br />
11. Continue with steps 9 and 10 until all<br />
of <strong>the</strong> delineated “town” is full to capacity,<br />
overflowing and <strong>the</strong> students representing<br />
<strong>the</strong> people are being litter-ally squeezed out<br />
of town.<br />
12. Hold a discussion about what happened<br />
in <strong>the</strong> simulation game. (Essentially,<br />
trash attracts animals such as flies, pigs,<br />
and mosquitoes, that can in turn, lead to<br />
problems. The environment <strong>the</strong>n becomes<br />
polluted opening <strong>the</strong> door for diseases to<br />
enter. Eventually, if left uncontrolled, <strong>the</strong><br />
town and people will suffer.)<br />
13. Discuss local problems<br />
with trash. Is <strong>the</strong>re trash<br />
around <strong>the</strong> school or<br />
at home? How about<br />
in <strong>the</strong> river, park, or<br />
o<strong>the</strong>r natural area?<br />
Where does <strong>the</strong><br />
trash come from?<br />
14. Complete <strong>the</strong><br />
activity by brainstorming<br />
<strong>the</strong> way in<br />
which students can<br />
help with <strong>the</strong> trash problem.<br />
Part 3<br />
1. Plan and execute a community cleanup<br />
campaign with your class.<br />
Note: This activity was pioneered by <strong>the</strong> people of Ecuador where problems with trash are very real.<br />
Acknowledging that pigs and o<strong>the</strong>r animals all have <strong>the</strong>ir place in nature, we must also note that <strong>the</strong>ir<br />
association with trash is a valid concern.<br />
ENRICHMENT<br />
- Teach o<strong>the</strong>r activities related to trash such as “Pollution Patrol” and “Trash Can Do”<br />
from Pollution: Problems and Solutions, Nature Rick’s Nature Scope. See bibliography for<br />
o<strong>the</strong>r sources.<br />
- Ask students to save <strong>the</strong>ir trash from lunch and place it all on a table or specified spot.<br />
Discuss <strong>the</strong> different types of trash and potential threat to <strong>the</strong> environment.<br />
Page 6.4<br />
Basura: Alias Trash
12<br />
LESSON OVERVIEW<br />
Students will be made aware of different types of pollution<br />
problems caused by litter and how to correctly dispose of it.<br />
Subjects<br />
Science<br />
Science Standards<br />
Science as Inquiry<br />
HOW LONG DOES<br />
LITTER LAST?<br />
Objectives<br />
Students will:<br />
1. Evaluate <strong>the</strong><br />
environmental impact of<br />
common litter.<br />
2. Recommend at least<br />
one solution to control<br />
litter.<br />
Preparation Have<br />
available a teacher copy<br />
of Master Page 6.6;<br />
collect litter such as<br />
styrofoam cups, glass<br />
jars, orange peel, plastic<br />
six-pack holder, tin cans,<br />
etc.; label objects with a<br />
time scale as described on<br />
Master Page 6.6.<br />
Time<br />
20 - 30 minutes.<br />
Vocabulary<br />
Aluminum, pollution,<br />
styrofoam<br />
1. Ga<strong>the</strong>r six or more different<br />
litter objects from Master<br />
Page 6.6 and label each<br />
item with <strong>the</strong> estimated time<br />
required to decompose.<br />
2. Select six or more students<br />
and assign each student to<br />
<strong>the</strong> labeled litter objects. Ask<br />
<strong>the</strong>m to read <strong>the</strong> label and<br />
<strong>the</strong>n cover it in order to keep<br />
<strong>the</strong> answer a secret.<br />
3. Choose one of <strong>the</strong> selected<br />
students to hold up <strong>the</strong>ir<br />
object and ask <strong>the</strong> rest of<br />
<strong>the</strong> class if <strong>the</strong>y can guess<br />
how long it will take for<br />
<strong>the</strong> presented litter object to<br />
return to <strong>the</strong> earth. They get<br />
three guesses per object. Save<br />
plastic bottles or styrofoam for<br />
last.<br />
4. As <strong>the</strong> students guess each<br />
object, write <strong>the</strong> object’s<br />
name on <strong>the</strong> board and <strong>the</strong><br />
corresponding answer.<br />
5. Upon completion, hold<br />
a discussion about <strong>the</strong><br />
implication of litter. What<br />
can <strong>the</strong>y do to help? Explore<br />
various ways that students<br />
can help to alleviate <strong>the</strong> litter<br />
problem.<br />
ENRICHMENT<br />
- Ask students to bring a sack<br />
lunch to school and analyze<br />
<strong>the</strong> packaging.<br />
- Have students collect litter<br />
to make a room collage or<br />
individual collage.<br />
- Start a recycling program<br />
with cans and newspapers.<br />
Additional items can be<br />
added if desired.<br />
Basura: Alias Trash<br />
Page 6.5
LESSON 12 - HOW LONG DOES LITTER LAST? - MASTER PAGE 6.6<br />
How Long Will Litter Last?<br />
Orange / Banana Peels<br />
Up to 2 years<br />
Wool Socks<br />
1-5 years<br />
Cigarette Butts<br />
1-5 years<br />
Plastic Coated Paper<br />
5 years<br />
Plastic Bags<br />
10-20 years<br />
Plastic Film Container<br />
20-30 years<br />
Nylon Fabric<br />
30-40 years<br />
Lea<strong>the</strong>r<br />
Up to 50 years<br />
Tin Cans<br />
50 years<br />
Aluminum Cans & Tabs<br />
80-100 years<br />
Plastic Six Pack Holders<br />
100 years<br />
Glass Bottles<br />
1,000,000 years<br />
Plastic Bottles<br />
Indefinitely<br />
Styrofoam<br />
Indefinitely<br />
Page 6.6<br />
Basura: Alias Trash
CLASSROOM SLIDE SHOW PRESENTATION<br />
LIFE ALONG THE<br />
SANTA CRUZ RIVER<br />
Students will participate in an interactive ranger-led slide<br />
show. The presentation will take place in school classrooms<br />
and will emphasize various cultures and <strong>the</strong>ir interactions<br />
with <strong>the</strong> local environment.
LESSON OVERVIEW<br />
Students will participate in an interactive ranger-led slide show.<br />
The presentation will take place in school classrooms and will<br />
emphasize various cultures and <strong>the</strong>ir interaction with <strong>the</strong> local<br />
environment.<br />
Subjects<br />
Science and Social<br />
Studies<br />
Science Standards<br />
Science as Inquiry,<br />
Personal and Social<br />
Perspectives,<br />
<strong>Life</strong> Science<br />
Objectives<br />
Students will:<br />
1. Explain how historic<br />
cultures used natural<br />
resources.<br />
2. Describe characteristics<br />
of at least three animals,<br />
3. Identify at least three<br />
native birds by <strong>the</strong>ir calls.<br />
4. Give at least one<br />
solution to better <strong>the</strong> litter<br />
problem at <strong>the</strong> river.<br />
Preparation Use/teach<br />
lessons 1 - 6 in this guide<br />
to prepare students for<br />
<strong>the</strong> slide show; Select<br />
appropriate room for <strong>the</strong><br />
presentation that has an<br />
available electrical outlet.<br />
A screen is helpful but not<br />
required. The presenter<br />
will come with all o<strong>the</strong>r<br />
necessary equipment.<br />
Time<br />
One and 1/2 hours.<br />
LIFE ALONG THE<br />
SANTA CRUZ RIVER<br />
When working in schools,<br />
I am often surprised when<br />
students are asked about <strong>the</strong><br />
<strong>Santa</strong> <strong>Cruz</strong> <strong>River</strong> and many<br />
of <strong>the</strong>m don’t even know it<br />
exists. It is <strong>the</strong> closest natural<br />
wet area to <strong>the</strong>ir school. Not<br />
only is it a beautiful river, but<br />
it is critical to plant, animal<br />
and human survival.<br />
A glimpse at history shows<br />
us that life in <strong>the</strong> state of<br />
Arizona revolved around<br />
water. Villages such as<br />
Tumacacori, Bac (now San<br />
Xavier del Bac), Guevavi<br />
and o<strong>the</strong>r early settlements,<br />
<strong>the</strong>refore, were dependent on<br />
<strong>the</strong> availability of permanent<br />
water sources and confined to<br />
sites with existing year-round<br />
water sources along <strong>the</strong> <strong>Santa</strong><br />
<strong>Cruz</strong> <strong>River</strong>.<br />
Much local wildlife relies on<br />
it for water, protection and<br />
habitat. Over two hundred<br />
species of birds use <strong>the</strong> area,<br />
(many of <strong>the</strong>m migratory),<br />
passing through en route<br />
to o<strong>the</strong>r parts of <strong>the</strong> world.<br />
Humans often rely upon<br />
rivers for survival. If <strong>the</strong>re<br />
is no water, <strong>the</strong>re will be no<br />
habitation!<br />
By 1970, despite <strong>the</strong><br />
importance of <strong>the</strong> river, a<br />
combination of drought and<br />
agricultural impacts resulted<br />
in <strong>the</strong> river’s surface water<br />
drying up. This changed with<br />
<strong>the</strong> building of <strong>the</strong> Nogales<br />
International Wastewater<br />
Treatment Plant, which once<br />
again restored <strong>the</strong> flow with<br />
treated water.<br />
Today, we once again are<br />
able to enjoy <strong>the</strong> river and<br />
its rich resources. The Juan<br />
Bautista de Anza <strong>National</strong><br />
Historic Trail provides a<br />
haven for hikers and nature<br />
lovers. The trail, along with<br />
<strong>the</strong> Meadow Hills Cienega<br />
in Nogales, Sonoita Creek<br />
Nature Preserve in Patagonia,<br />
and many o<strong>the</strong>r sites, provide<br />
some of <strong>the</strong> best birding spots<br />
in <strong>the</strong> state. It is spectacular<br />
just to see <strong>the</strong> green cottonwood-willow<br />
riparian area in<br />
contrast to <strong>the</strong> stark desert<br />
surroundings.<br />
<strong>Life</strong> <strong>Along</strong> <strong>the</strong> <strong>Santa</strong> <strong>Cruz</strong> <strong>River</strong><br />
Page 7.1
CLASSROOM SLIDE SHOW PRESENTATION<br />
The importance of <strong>the</strong> river cannot be<br />
denied. Despite some progress in protecting<br />
<strong>the</strong> river, its environment continues<br />
to be fragile and endangered. It is one of<br />
<strong>the</strong> few Southwest Cottonwood-Willow<br />
Riparian ecosystems left, (one of <strong>the</strong> most<br />
endangered ecosystems in <strong>the</strong> United<br />
States). Development along <strong>the</strong> <strong>Santa</strong> <strong>Cruz</strong><br />
corridor flourishes as does <strong>the</strong> trucking<br />
industry between Nogales and o<strong>the</strong>r parts<br />
of <strong>the</strong> nation. We need to continually ask<br />
ourselves,“What does <strong>the</strong> future hold for<br />
both <strong>the</strong> river and future inhabitants?”.<br />
The slide show, along with attached lesson<br />
plans, are designed to give students a good<br />
introduction to <strong>the</strong> <strong>Santa</strong> <strong>Cruz</strong> <strong>River</strong>, its<br />
people, and <strong>the</strong> environment. It will touch<br />
upon various topics including culture, environment,<br />
mammals, birds, and <strong>the</strong> problem<br />
of littering. Emphasis will be placed on<br />
getting students to gain both appreciation<br />
and understanding of <strong>the</strong> river and its environment<br />
with <strong>the</strong> ultimate goal of stewardship.<br />
The slide show will be presented in your<br />
classroom by a staff member or volunteer<br />
from <strong>the</strong> Tumacácori <strong>National</strong> Historical<br />
<strong>Park</strong>. It will be age appropriate with activities<br />
and songs woven into <strong>the</strong> program. All<br />
needed materials will be brought by <strong>the</strong><br />
presenter.<br />
The following is a brief outline of <strong>the</strong><br />
slide show, to serve as a sequential<br />
guide for you to best prepare and<br />
introduce your students to <strong>the</strong> <strong>the</strong>mes<br />
and contents.<br />
- A brief introduction to historical<br />
cultures: <strong>the</strong> O’odham, Apache and<br />
Spanish, with emphasis on land<br />
utilization.<br />
- Various slides of mammals may be<br />
introduced through interactive guessing<br />
and clue games.<br />
- Insects and spiders may be introduced<br />
through pictures and discussion.<br />
- Students will listen to various bird calls<br />
associated with au<strong>the</strong>ntic photographs.<br />
- Present-day litter problems will be<br />
explored and solutions discussed.<br />
Page 7.2<br />
<strong>Life</strong> <strong>Along</strong> <strong>the</strong> <strong>Santa</strong> <strong>Cruz</strong> <strong>River</strong>